
Class. ^ 
Book 







Gop>Tight^N?. 



COPYRIGHT DEPOSIT. 



S: ! 



Record Aids 

IN 

College Management 



Helpful Record Forms 
In Use by Colleges 



Compiled and Edited by 

GEORGIA G. RALPH 
WILLIAM H. ALLEN 

With Aid From 52 Colleges 



INSTITUTE FOR PUBLIC SERVICE 

51 CHAMBERS ST., NEW YORK CITY 



November, 1916 



Colleges and Universities 

7K-3 
Which Sent Records for Study 



1 — Bryn Mawr College 

2 — California, University of 

3 — Carnegie Institute of Tech- 
nology 

4 — Chicago, University of 
5 — Cincinnati, University of 
6 — College of the City of New 

York 
7 — Colorado College 
8 — Columbia University 
9 — Cornell University 

10 — Elmira College 

11 — Harvard University 
12 — Haverford College 
13_Hobart College 
14 — Howard University 
15 — Hunter College 

16 — Idaho, University of 
17 — Indiana, University of 

18 — Jamestown College 

19 — Kansas State Agricultural 

College 
20 — Kansas, University of 

21 — Lafayette College 
22 — Lawrence College 
23— Lake Forest College 

24 — McKendree College 
25 — Maine, University of 



26 — Massachusetts Agricultural 

College 
27 — Miami University 
28 — Minnesota, University of 
29 — Missouri, University of 
30— Mt. Holyoke College 

31 — New York University 
32 — Northwestern University 

33 — Pennsylvania, University of 
34 — Polytechnic Institute of 

Brooklyn 
35 — Pratt Institute 

36— Radcliffe College 

37 — Rhode Island State College 

38 — Rochester, University of 

39 — Smith College 
40 — Stevens Institute 
41 — Syracuse University 

42 — Union College 

43 — Vassar College 

44 — Vermont, University of 

45 — Washburn College 

46 — Washington, State College of 

47 — Washington, University of 

:48 — Wellesley College 

49— Wells College 

50 — William Smith College 

51 — Wisconsin, University of 

52 — Yale University 




y>~ 



Copyright 1916 by the Institute for Public Service 

©CI.A445966 



DEC -6 1916 



v 



<32 

£ 



Table of Contents 



Educational reasons for college records 5 

Admission records 7 

Forms 1-9 
Individual records for students after admission 17 

Forms 10-14 
Student progress in scholarship 22 

Forms 15-19 
Character and personality of students 29 

Forms 20-30 
Student health 40 

Forms 31-40 
Attendance 53 

Forms 41-43 
Why students drop out 55 

Forms 44-45 
Scholarship records 58 

Forms 46-52 
Studying how instructors grade 63 

Forms 53-54 
Student budgets of expenses and resources 65 

Forms 55-56 

Time budgets for students 70 

Form 57 

Facts about graduates 72 

Form 58 

[3] 



4 Table of Contents 

Use of college space 75 

Forms 59-62 

Written agreements with staff 81 

Forms 63-65 
Teaching load of faculty 85 

Forms 66-67 

Extra-teaching time distribution 88 

Forms 68-72 

Budget making for higher education 95 

Forms 73-88 

Supervision of student organizations 106 

Forms 89-90 
Appointment bureau records 109 

Forms 91-101 

Miscellaneous aids 123 

Index 124 

Map of colleges, universities and normal schools. . . . 128 



In many instances only parts of forms have been reproduced as 
the purpose is to emphasize helpful questions in use rather 
than forms complete 

Size of form is noted at the top of illustrations where this fact 
seemed helpful 



Educational Reasons for College Records 

The purpose of this cooperative study was threefold 

1. To indicate some progressive tendencies in education 

as reflected in college records 

2. To point out some ways in which meaningful records 

are being used to promote student welfare and edu- 
cational efficiency 

3. To help extend and universalize record keeping by 

colleges that will lighten the labor of college offi- 
cers, enhance student benefits and answer Demo- 
cracy's questions about higher education 
The phenomenal growth of education in recent years has made 

systematic record keeping a physical, social and economic 

necessity 

In numbers, colleges have grown from institutions with at 
most a few hundred students to great institutions of 
which one hundred now count their students by the 
thousand. It is becoming difficult if not impossible for 
the many instructors to know intimately all of their stu- 
dents—and even for presidents to know their faculties— 
and simple justice requires that impressions and memories 
be reinforced by ample records 

In scope,_ higher education has evolved from formal instruc- 
tion in a few subjects to more comprehensive and rapidly 
expanding curricula often supplemented by research de- 
partments and extension service 

Increasing demands are being made upon colleges by students 
and the public, many time honored practices are being 
challenged, and competition for support is growing 
keener. To meet these demands and challenges consist- 
ently and intelligently is possible only if meaningful rec- 
ords are kept with which to test their relative value and 
their reasonableness. Educational foundations, public de- 
partments of education, the colleges themselves are voic- 
ing a need for better record keeping as a guide in steering 
the course of education and meeting its bills 

Will readers please keep in mind the limited scope of this ma- 
terial in order that it may not be mistaken for what it 
does not purport to be? 

It is a selective not an exhaustive study. College record forms 
are still largely in the making, and while many colleges 
are doing progressive work in record keeping, little has 
been done in this field by colleges as a whole and no gen- 
eral policies with regard to it have been agreed upon. For 

[5] 



6 Record Aids in College Management 

this reason it has seemed more helpful to make available 
early in the college year a nucleus of thought-provoking 
records of general interest than to attempt an exhaustive 
study of forms and methods which would include many 
repetitions of forms that no longer satisfy the colleges 
which now use them 

The forms presented here with suggestions are in use now. 
They were obtained between April and September of this 
year (1916) through the cooperation of one or more offices 
of the fifty-two colleges and universities listed on the 
second page 

The inquiry addressed to colleges included a request for rec- 
ords used for various purposes by presidents, deans, regis- 
trars, health officers, appointment secretaries, alumni sec- 
retaries and others. In most colleges, however, records 
are not yet centralized and the inquiry in few cases 
brought forms from all of these officers 

From the material received, the most suggestive and helpful 
record forms and practices have been arranged for study, 
modification and use by administrative officers 

Liberal blank spaces have been allowed for jotting down 
criticisms and suggestions. Many college officials will 
doubtless know of forms and practices which are better 
than those presented here or which supplement them. 
Colleges can help each other and promote progress in 
record keeping by sending criticisms, forms and sugges- 
tions to the Institute for Public Service, 51 Chambers St., 
New York City 

Better methods, additional forms, criticisms and helpful sug- 
gestions received will be made available from time to time 
as material warrants and opportunity offers 

If requests justify, the Institute for Public Service will co- 
operate in making studies of records employed by any 
college either by an examination on the ground or by 
analysis of record forms that may be sent to it for ex- 
-amination and suggestion 



Admission Records 

Recent modifications of admission records show a decided 
shift of emphasis in the admission requirements of col- 
leges toward the recognition that quantitative scholarship 
tests and good moral character are not in themselves ade- 
quate guarantee of student ability to carry on successful 
college work 

The examination reports and certificates generally used (1) 
emphasize the time spent on each subject, the date of 
completion, the quantity of text covered and the grades 
received 



Form 


1— Usual 


application blank 














SUBJECT 




■a 

3 


TEXT 


BOOKS 


d J. 

s22 


o 

m M 
^ a> 


ber of 
tation 
riods 
week 


O 








u 








ft 


5 <D Pi » 










<D 






fif?* 


!* ft 


o 








tH 






<* 









The plan of admission adopted a few years ago by Harvard, 
Yale and Princeton as an alternative to the old examina- 
tion plan, and a similar system which Vassar, Smith, Mt. 
Holyoke and Wellesley have recently agreed upon, recog- 
nize that numerical scholarship grades based upon piece- 
meal examinations are not sufficient indications of native 
ability and promise 

Under the new plan the student is required, in addition to 
offering a complete record of preparatory school credits, 
to pass four examinations designed to test his mental 
powers as well as his fund of information. On these ex- 
aminations he is not reported merely as having passed or 
failed, but each examination reader is required to make 
an analysis of his ability (2) 

[7] 



Record Aids in College Management 



Form 2 — Analysis of candidate's ability 

Does the candidate show sufficient knowledge of this subject to 
continue it in college ? 

Does her book suggest a different kind of training from that on 

which the examination is based ? 

or poor training ? or that she has not made 

full use of her opportunities ? 

Does the book suggest capacity for Honor work ? 

or is it merely passable ? or a failure ? 

What does she do best ? 

Indicate by underlining words in following lists the characteristics 
of the book: 
GOOD. — Neatness, accuracy, correct spelling and punctuation, 
sense of order and arrangement, reasoning power, memory, 
ability to apply knowledge 
BAD. — Slovenly, inaccurate, careless in spelling and punctu- 
ation, illogical, poor memory, no ability to reason 

Remarks : 



The ideal which these colleges have in mind has been summed 
up by President Burton in discussing the new plan of ad- 
mission for the Smith Alumnae Quarterly, April, 1916 : 

On the basis of all the evidence 

1. A school report covering the entire record of subjects 

and grades for four years 

2. A character certificate from the school principal 

3. Four comprehensive examinations 

the committee indicates its decision. If admitted under the 
new plan, she will enter free from all conditions. The de- 
cision, moreover, will not be purely mechanical or automatic. 
Failure to satisfy part of the requirements will not neces- 
sarily involve rejection of the applicant; the committee may 
take into account excellence in one part of the requirements 
as offsetting unsatisfactory work elsewhere. In other words, 
the clear question constantly uppermost in the minds of those 
who administer this new plan will be this: Does the evidence 
indicate that this candidate could do college work success- 
fully? The answer will not depend upon the mechanical full- 
fillment of certain requirements, nor the ability merely to 
pass satisfactorily four examinations, but upon the total im» 
pression that all the evidence produces. It is clearly conceiv- 
able that a student with a good school record might not be 
given permission to take the examinations, while a candidate 
who showed unsatisfactory results in some of the examina- 
tions would be admitted free of conditions 



Admission Records 9 

The blanket certificate of character usually appended to schol- 
arship certificates and examination permits (3) is begin- 
ning to give way to more specific analysis of health and 
character qualifications 



Form 3 

CERTIFICATE FOR EXAMINATIONS 

Date 

This is to certify that I consider 

of (residence) 

a young man of good moral character, and that he has had the 
proper preparation to take the examinations for admission to 

University in the subjects 

not erased from the list below: 



"Good moral character" and "good health" have been found 
negative terms. They have simply implied social re- 
spectability and absence of major disabilities. They have 
revealed nothing as to the physical and moral fibre or 
personal qualities of the applicant and are now being 
supplemented by more acid tests 

To moral character the University of Vermont adds of suffi- 
cient maturity to profit by a college training. Formerly 
to Mt. Holyoke a school principal certified in my judg- 
ment she is qualified for the work of the freshman year. 
Vassar College required earnestness of purpose as shown 
by attitude toward your work as well as your ability. 
Smith College's wording was a person of excellent charac- 
ter and deportment 

As a prerequisite for admission, a special certificate of physical 
ability is being required. Wellesley's (4) is general, 
Pratt's (5) somewhat less general, Columbia's (6) quite 
specific. All are filled out by a local physician who of 
course is helped in reaching his judgment in proportion 
as the college specifies its minimum essentials 



10 Record Aids in College Management 



Form 4 



WELLESLEY COLLEGE 

Certificate of Health 



A statement from the applicant's physician to the effect that 
she is organically sound and in good health, together with a certifi- 
cate of successful vaccination within five years, must be filed with 
the Board of Admission before June 1st of the year in which 
admission is sought. No candidate can be regarded as finally 
accepted until she has been given a thorough physical examination 
by the College medical staff. The College reserves the right to 
reject any candidate if the results of this examination, in the 
opinion of the medical staff, justify such action; or, to accept the 
candidate only on the understanding that she will take five years 
to complete the course 



Wellesley's physical director reports that this requirement 
has resulted in a decided improvement in the thorough- 
ness of the physical examinations of candidates 

The year before we made this ruling there were at least fifty 
girls in the entering class of four hundred and fifty who were in 
very bad condition — a number of serious cases of heart disease 
among them. After the requirement was made the number 
very materially lessened. If there is no good reason for pre- 
venting a girl from taking the work except that she is generally 
weak, we do not hesitate to put her upon a five year schedule 
and use the extra time gained thereby in giving her supervised 
work or rest or whatever she most needs for her well being 

When the clinical blank and physician's certificate are returned in 
the spring, they are carefully examined. If the physician's cer- 
tificate states conditions that are suspicious, we take the matter 
up and may prevent a girl from coming 



Admission Records 11 



Form 5 — Certificate of physical ability — 8x11 sheet 

PRATT INSTITUTE 

Date 

Name of Student 

Address 

The Trustees and Directors of Pratt Institute believe that 
the strong constructive and creative work required of students in 
all departments of the Institute can be satisfactorily done only by 
such women as are physically well and efficient. For this reason 
and because of the need of systematic physical training as a part 
of all education, a moderate amount of work in gymnastics, danc- 
ing, tennis and swimming is required of all full time students 

The following information is desired as a basis for deter- 
mining your physical fitness for the coarse you wish to take, and 
also to aid the Director of Physical Training in gaining accurate 
and intimate knowledge of your physical capability and need. 
Full and definite answers are earnestly requested 

When filled out by your physician please return to the School 
you wish to enter 

FREDERIC B. PRATT, Secretary 

PHYSICIAN'S CERTIFICATE 

Date 

I, the undersigned, after a complete medical examination 

of Miss certify to her present 

physical condition as follows: 

General health, vitality and endurance 

Condition of heart 

(Stethoscopic examination) 
Condition of lungs 

(Stethoscopic examination) 

Condition of digestive organs 

Condition of kidneys 

(Urinalysis) 

Condition of nervous system 

Condition of pelvic organs 

(No examination desired) 

Condition of eyes ears 

Condition of nose throat 

In my opinion there is no physical reason to prevent 

Miss from undertaking the 

course in Physical Training, including the forms of exercise I 
have underlined below 

Gymnastics Dancing Tennis Swimming Basket Ball 

Signed M. D. 

Address 



12 Record Aids in College Management 



Form 6 

COLUMBIA UNIVERSITY 

in the City of New York 

Health Examination Form 

This blank is to be filled out by a physician and sent by him di- 
rectly to Dr. Wm. H. McCastline, University Medical Officer, Columbia 
University, New York City. In answering questions, please use the term 
NEGATIVE where the condition is normal rather than use a dash or 
leave the space blank. This blank cannot be accepted unless the data 
represents the results of a thorough medical examination on the day 
the blank is dated and signed 

To the University Medical Officer: 

I have this day given M 

a careful physical examination and find in 

health 

The lungs are 

There are signs of pulmonary tuberculosis 

The heart is 

The abdominal viscera are Hernia 

The skin is 

The lymphatic glands are 

The condition of the nose and throat is 

The condition of teeth is 

The condition of the nervous system is 

Are there symptoms of eye-strain ? Trachoma ? 

Are there orthopedic diseases or defects present? 

The posture is 

Nutrition is excellent, good, fair, poor? 

Are there any abnormalities from injuries? 

Has the applicant ever suffered from any physical, nervous or 
mental disability? 

Do you consider the applicant in a state of health to stand the test 
- of College work? 

As a result of the foregoing examination or previous knowledge 
of the applicant's health, have you any suggestions that 
would help the University Medical Officer to assist the appli- 
cant to develop and to maintain a high standard of physical 
efficiency ? 

Date 

Signature M. D. 

Address 



Admission Records 13 

A factored appraisal of the candidate's character is asked for 
under the new plan examination adopted by Smith, Vas- 
sar, Mt. Holyoke and Wellesley although the appraisal is 
called estimate not description (7) 



Form 7 — Extract from admission record 

Estimate of the Candidate's Character 

The Board of Admission will be grateful for an estimate of 
the candidate's character. The Board will be glad to have infor- 
mation also about the candidate's scholarly interests, whether con- 
nected with her school work or outside of it; her possession of 
exceptional ability of any kind; her fondness for outdoor sports; 
her moral qualities, such as honesty, courage, self-control, and 
regard for duty; the influence she has exerted among her school- 
mates, and any ways in which it has been recognized. The Board 
does not expect that information will necessarily be given on all 
the points mentioned above. Whatever information is received 
will be placed on file in the office of the Board and will be 
regarded as confidential 



The Carnegie Institute of Technology imposes the unique 
requirement that "all candidates must present themselves 
for a personal interview at which they are rated as ap- 
proved or not approved. A student not approved in the 
personal interview who shall satisfactorily meet the re- 
quirements of other entrance tests, will be granted ad- 
mission only on probation" 

Dean Leete says in regard to this practice : 

This requirement has been so helpful to us that I am very glad 
to give you any information concerning it in the hope that 
some other colleges may think it worth while to adopt the plan 

The objects sought by the interview may be stated in brief as 
follows: 

1. To establish a personal connection with the entering student 
at the outset of his course 

2. To obtain some idea of the mentality of the student (his 
alertness, common sense, etc) not afforded by entrance cer- 
tificates or examinations 

3. To obtain information of the personal characteristics and 
circumstances of the individual student, such as his financial 
condition, his appearance and address, etc 

4. To acquaint him with some points of the inner life of the 
school 



14 Record Aids in College Management 

5. To refuse admission or to admit only under special condi- 
tions the candidate who is undesirable to a greater or less 
extent because of unsatisfactory character or habits 

To obtain all this information is, of course, not easy in the brief 
time available for an interview with so many students but it is 
surprising how much one can obtain when these definite pur- 
poses are kept in mind 

The student is rated in this personal interview by groups, the 
same grouping and symbols being used as are used for schol- 
arship standards. Any notable deficiency is, of course, dis- 
cussed with the student and the practice has been very helpful 
to me and I think has not been altogether valueless to the stu- 
dent. With the growth of the school I am counting upon call- 
ing upon other members of the faculty for assistance in this 
work 

Registration forms are many and bear evidence of effective 
work by the American Association of Collegiate Regis- 
trars. The differences that persist are chiefly of form rather 
than content, the larger institutions naturally having 
found it necessary to install more checks and devices for 
rapid sorting and counting. Because there is practically a 
running current of exchange of registration forms among 
the colleges the registration blanks and variations are not 
included except as necessary to exhibit other points later 
treated. Helpful tendencies noted include these : 

1. Registration by mail is permitted — University of 
Minnesota 

2. Students formerly registered need to record only new 
facts 

3. Former students register with separate officer 

4. Those who are "regular," i. e. regarding whom no 
complication is likely to arise, are registered quickly 
by clerks leaving for the registrar or other superior 
officers only the complicated registration 

5. Where facts for various purposes are needed they are 
called for at one writing on one sheet or blank which 
contains perforations that facilitate proper classifica- 
tion and filing together with specific instructions as 
to what parts not to write on. One is as follows : 
"Are you self-supporting? Are you partially self- 
supporting? Are you not self-supporting?" Check 
only one of the above — University of Washington 

6. Alternatives are printed on blanks to be checked in- 
stead of written in after comparison with catalog or 
schedule ; requirements are printed in — even giving 
days, hours and credits 

7. Women are registered by the dean of women to 
make it easier to secure additional information (8) 
needed for her supervision of women. When two 
registrations are expected it is difficult to enforce 
the second visit to the women's dean 



Admission Records 15 

8. "Toward what are you looking as your life's work" 

(Lebanon) or equivalent is printed on several blanks 

9. Reduction to a minimum of the writing or checking 
necessary by student, adviser and registration clerk. 
Typical aids : heavy ruling, capitals, indentation, dif- 
ferent colors for sub-divisions, colored rulings, etc 
to show relations, perforated stubs, carbon copies, etc 

10. Church attendance, religious activity and preference, 
willingness to work, etc are secured on registration 
blank by several colleges 



Form 8— University of Washington— 3x5 card 

8@~Every woman student is required to fill out one of these cards 

INFORMATION 
FOR DEAN OF WOMEN 

Name Date of birth 

Home address 

Local Address Tel. No. 

Landlady's name 

Is she a relative ? 

Are you self-supporting? 



Whether the faculty adviser acts only as a sort of educational 
attorney to interpret college regulations in regard to elec- 
tives and help students meet prescribed rquirements; or 
whether he undertakes also to direct the student's choice 
of subjects so as to insure a proper balance he is helped by 
having before him in his conferences a cumulative tran- 
script (9) of the student's previous record and not merely 
the schedule proposed for the coming year 



16 



Record Aids in College Management 





Ul 


bo 

c 




O 


TJ 




w 


C 

m 




-j 


■M 




j 






O 


u 
u 




u 


c 
id 


T) 




V. 


5- 


UJ 


C 


y 


u 


4> 


O 


2 


</> 


* 
CD 

1 






T3 


£ 






u 


< 




1) 


-J 


4) 



IS 





s 


H 


B 


o 


s 


JS 


u 


a 







H 


N 






In 


TJ 


10 


e 


> 


10 


-0 a 

■a . 




in 


E 















( 








i 




J 


j 
















1 


1 


1 


1 




















S 

1 






















x 
z 










! 
i 
















et 






















at 










j 








V 


o.. 


























































































c 


a> 














































^ 


c 
o 






% 


















D 




















3 














































R 




■> 


g 




















■ 


g 






















,2 


















































H3 




■o 

< 


| 




















< 


S 
























































































































































































































a. 
a 






















a. 
a. 
































" 




































o 






< 






















< 


























































































































* 








i 






















1 




































































cv. 




o 


■o 




















o 


o 

u 






















-c: 
a 




i 




















1 


S 
u 




















* 




£ 


















B 




















fc, 


o 






S 


















UU 




X 


















UJ<3 




















































Ss 


4 






fc 


















3 




£ 


















3 


























































UJ 






















W 






















„ 


















„ 




























" 






j 














" 




































































































































































1 






















w 


























































































































^ 


























u 






















■* 




































































































.0 
















































« 


£ 
























s 






















s 


s 

,5 


§ 




« 




















= •= 


« 






















~ 


















E 


















= = 


< 


•*) 




>< 




















UU 


> 


X 






















S j 






- 
































































































e 




































































































3 




fT 














































.fi 


























































































































































































































































a 


















































a 


















































3 




































































































It 

O 


< 


£ 
















































H 














































i 


in 


Hit 




id < 


tao] 





m 


<mc 


mp 


A 


[•< 


Ht> 




\ J 


lu![ 


-> 




1A , 


nou 


o 


u 


A 


<u 





uu 



Individual Records for Students 
After Admission 

The substitution of specific for general standards when con- 
sidering students for admission is paralleled by a change 
in the standards applied to them while in college 

Those deans and advisers who require record only of scholar- 
ship, grade and conduct use a form like (10) which has 
provision for five or more markings each year 



Form 10— Union College— 3^x6 

INSTRUCTORS' FRESHMAN REPORT CARD 

The dates given are those on which the report* must be received at the office 



Student's Name 



Subject 



Scholarship 

Since last report 



Satisfactory . 



Unsatisfactory.... 
(About what grade) 

Below Passing.... 



Grade from beginning of semester 
to date of report 

Number of absences since last 
report 

Remarks on scholarship or conduct 

Does the head of the Department 
recommend any action by the 
Class Committee? 

Special notations may be made on the 
back of the card? 



Instructor 



Feb. 19 March 4 April 1 April 25 May 16 



Because scholarship deficiencies may be due to a multiplicity 
of factors outside the field of intellectual capacity but di- 
rectly and intimately affecting its expression, some col- 
leges are requiring supplementary data regarding all 
pupils (11, 12, 13) and particularly regarding probation 
pupils (14) 

[17] 



18 



Record Aids in College Management 



Form 11 — Pratt Institute — 3x5 slip 




DIVISION 


DATE 


PHYSICAL TRAINING TERM AVERAGE 




GENERAL PHYSICAL CONDITION 


POSTURE 


VITALITY WEIGHT 


STRENGTH 


GYMNASTICS AND DANCING TENNIS 


SWIMMING 


ORGANIC DEFECTS 




FUNCTIONAL DISTURBANCES 




NEEDS 






INSTRUCTOR 



Form 12 — Instructors' Report — Pratt Institute 




DIVISION 


DATE 


SUBJECT 




GENERAL MARK NOTE BOOK 


LABORATORY 


PERSONALITY IMPRESSION 




WEAK POINTS 




STRONG POINTS 




NEEDS 






INSTRUCTOR 



Individual Records for Students After Admission 19 



Form 13, face — 5 x 7 card 

AGRIC. COL. U. OF MINN. 

Name Class 19. . .Home address 

Date Age City address 

Name, address, and occupation of parent or guardian , 



High school College course 

Previous experience : Farm experience 

Paid employment 

Self-supporting ? In part ? 

How ? 

Special training, music, stenography, etc 



Object of college course 

Interest in college activities: Athletics, dramatics, music, etc 

Report from Physical Director 

SEE OTHER SIDE (0ver) 



Form 13, reverse 

A proper recognition of the work of the student is only par- 
tially obtained through his scholastic record. The activities outside 
of the class room are of considerable importance 
Organizations and Societies 



Student Activities 



SEE OTHER SIDE 



20 



Record Aids in College Management 



Form 14 



UNIVERSITY OF CINCINNATI 





f Incurred: 


February, 


1916 


Probation 


J Continued: 
I Renewed: 


April, 


1916 




[ Removed: 


June, 


1916 



12 
9 
3 



12 

12 





Name: x. r. z. 

College Course: Pre-medical 

Prep. School: High School, 1915 

Credit Hours: Feb. 16 n April 1 6 

Passed: s 

Not Passed: 9 

Preparation : 

Entrance conditions — None 

Low grades — Low throughout; none above 75%; says he 
didn't try to do more than "get by" 

Poor school — Good 
Late Entrance : One week 

Outside Work: Ushering at theatre once a week; in basketball 

Health, Affecting: 

Attendance — Absent a week before mid-term — influenza 

General standing — in part 

Ability: Fair, of manual type, lazy, but worth keeping 

Diligence : 

Attendance — Only two cuts except for week's absence 
Papers — Late in chemistry reports 
Quizzes — 1 or 2 cuts on physics quiz day 

Time on Studies: Too little; only an hour on chemistry; warned 
to do at least two hours of preparation here 

Purpose Or Plans: Medicine; father a physician and boy will in- 
herit practice 

Recommendations : 

Feb. 16 — Continue, drop physics and spend more time on 
studies remaining; see me again March 15 

April 16 — Failure in three hours of English following poor 
work earlier. Due to lack of sufficient applica- 
tion in a distasteful subject. Continue, and ad- 
vised to tutor if necessary 

June 16 — Passing all through six hours with grade of D 



Individual Records for Students After Admission 21 

For Cornell women the adviser keeps a record of scholarship 
plus social activities, student activities, physical condition, 
discipline and reasons for leaving. Union keeps mem- 
bership and offices held in student organizations together 
with scholarship record 

To secure dependable information about the whole of a stu- 
dent's possibilities involves a closer cooperation of the 
college staff, preparatory school, college physician, em- 
ployment secretary and student himself than is usually 
found 



22 Record Aids in College Management 



Student Progress in Scholarship 

Through after-entrance analysis of student powers and diffi- 
culties, the acts and records of deans and of class and 
vocational advisors are now safeguarding academic effi- 
ciency by working for man efficiency 

Vermont asks for "probable" reasons for academic weakness 
and for matters or suggestions which may help the com- 
mittee 

Dean Chandler of Cincinnati has written to us of the form 
filled out for a probation student (14) 

This form I designed for my personal use last November, and 
I have found it of the greatest service . . . 

This particular form I make out as I talk with the student on 
his being sent to me. On a card index I have the record, 
also, of his courses, with the number of hours given to each, 
a record that is kept for his four years. This card, with the 
present form filled out, affords me a fairly clear notion of 
what he has done and is doing 

If probation is continued longer for a poor student, I use a 
second sheet of the form and clip the two together 

The scheme might well be extended to include all students, as 
you suggest, except that I already have my hands full with 
these, and the good students take care of themselves. With 
additional clerical assistance I should certainly extend the 
scope of the record to include all students failing in anything 

Lafayette's delinquency record (15) as filled out for seventeen 
students shows what personality tangles a dean must un- 
ravel. Does it show too the advantage of recorded analy- 
sis by instructors? Dean Heckel writes that the first 
year's trial brought some very gratifying results and some 
disappointments : 

Where the reports were faithfully prepared they were of incal- 
culable value to me in my dealings with delinquent students. 

Naturally, a student summoned to my office because of 
scholastic difficulties, tried, as a rule, to put the best possible 
light on his failure; after hearing what he had to say, I found 
it very wholesome to read to him the reasons which his in- 
structor gave for the failure. This put a wet blanket on "bluff" 

The report is also used as a basis for debarring delinquent stu- 
dents from athletics and time-consuming student activities. 

It was found valuable as well in giving me a line on the gen- 
eral attitude of fraternities toward the work of the college. If 
any fraternity had a large percentage of its men reported as 
delinquent it was possible to make an appeal to the organiza- 
tion as such — to their pride, their regard for campus opinion, 
to the danger of their losing members at the end of the term, 
and the like 

When a student showed no improvement from month to month 
I found an appeal to his parents helpful 



Student Progress in Scholarship 



23 



CO 

Z 

o 

h 

CO 

UJ 

O 
O 

D 

CO 



S 

o 

r *" 

°-c 

QU v 
UJ B« 
OS « 

^t 

U o 

a^ 

D a 
c/| 

z g. 

MM Ui 

5?Q-S 



bo 

e 

« 

-C 



a 

4) 

OS 



13 

ft 


5. 
"8 

S3 



to Co 

ft a 
2 ft 



*3 

6) 

ft 
ft 
Q 



■2> * 



CO § f*. O 



I* 
8 to 
|1 

•S 8 

i | 



UJ 

O 
3 Z 

^> 

co -. 
JoO 

CO 

< 



t3 t3 t3 

to to to 

g g S 

~ 5. - 

see 



l 



g g 

fill 
111 

CO f 

*"» g to u ^ », 

to -5 o « a s 2 
"« e ^ §| * § 



g 

§• - 
to a 

*» to 






+~ 



2 w 
» 6 2 



* g 

to to 

to s. 

§ 9 



to 

s 

. to 
ft C5 



g © 



Aft S. "* 

•» B ~* 



to 



*- 



too,® 
fe « ^ 



to ^S 
as to 



to o a 

S3 J 



to 
to 
*£ 

to ^ 



w 



Ph W: 2 2 W 2 FhW- 2 Ph W 



fen- 



A4 
S3 o> 



O 



OS 
<35 



pqpq 



U fiW C^H S g^{H<JM h 



0) s 

r2 ft 

e3 to 

o *5 



p. 


<u 


a> 


o 


Fh 


?a 


o 


o 


rt 


VI 






cfl 


P 


es 


rri 


^ 


CD 


+-> 


P 


PI 

B 


CD 

rP 


-*-> 




sm 


o 


ci 


-t-> 


Ph 
CD 


ID 




rt 



r3 P* 



24 Record Aids in College Management 

It was interesting to discover that the majority of those stu- 
dents who needed disciplining for bad habits were consist- 
ently reported as delinquent 

One of the disappointments of the plan lay in the indifference 
of some of the Faculty toward it. On the whole the men 
faithfully reported delinquents but in many cases no reason 
was assigned for the failure, which means, of course, that 
either the student's case was a very complex one or that the 
instructor was too indifferent to try to understand it. .And 
the fact that frequently the commn under "Assistance given" 
remained blank, would indicate that the instructor was un- 
concerned with really correcting causes of failure. I must 
say, however, that the plan is a new one at Lafayette and we 
hope to have it increase in effectiveness 

Warnings, rewarnings and ultimatums to students who are in 
danger of failing are found in many wordings and many 
degrees of formality and informality 

Vassar informs a student via a neatly printed sheet 8y 2 x 11 
that her work has been reported by the Committee on 
Student Records as unsatisfactory in two categories, 
doubtful and deficient. The warning concludes failure in 
courses other than those indicated may result in the stu- 
dent's necessity for withdrawal 

Syracuse, by a card 2> l / 2 x 5^4, lists deficiencies in entrance 
work and college work, unexcused absence and average, 
the card being headed No student will be considered a 
candidate for graduation if he has *ny deficiencies at the 
beginning of the second semester of the senior year 

Below grade in and on the danger line in are divisions reported 
by the College of Engineering, University of Minnesota ; 
the mimeographed letter concludes This is to urge you to 
utilize fully the remaining weeks to bring up your work. 
A later typed warning may be received : You are reported 

on the danger line. Please see me between 

The registration of any student failing to interview me on 
the above date will be cancelled. An attempt to see me 
will not take the place of an actual interview 

Parents are asked to cooperate by several colleges, notably the 
Departments of Agriculture in the Universities of Minne- 
sota and Wisconsin. Minnesota employs a series of foi- 
low-up letters. Wisconsin writes many personal letters 
including letters which ask parents for suggestions that 
may be of help to advisers and other letters reporting 
excellent records, i. e. for the ten best in each class 

The College of the City of New York reports students' grades 
to parents each month (16) besides sending notice of de- 
ficiency (16a) 



Student Progress in Scholarship 25 

Form 16—3x5 card 

Qlnlbge nf % Qlitg nf Nm f 0rk 

ACADEMIC DEPARTMENT 

Parent's Signature 

1st Month 
2nd Month 
3rd Month 
4th Month 

Parents are requested to examine this report carefully and to sign and return it promptly 
It is strongly advised that the student give special attention to the subjects in which he is 
deficient, BUT NOT TO THE NEGLECT OF THE OTHER STUDIES 

At least three hours should be devoted daily to the preparation of lessons at home 

JOHN R. SIM 

Professor in Charge 



Form 16a — Deficiency notice — 3x5 card 

QUl* Qtolkg* of % Qlttg of £fotu fork 



Dear Sir: 

Your son is reported as 

seriously deficient in 

He should be urged to much greater effort if he is to 
complete the term's work successfully 

Yours very truly, 

Carleton L. Brownson 

Dean 



26 Record Aids in College Management 

Contrasted with earlier provisions for learning only about the 
excessively dull or the excessively bright or the disorderly 
and negligent, are three forms used by Dean Keppel of 
Columbia who interprets the scholarship records received 
four times a year, for each student in the light of supple- 
mentary records filled out by the student (17), the ad- 
viser (18), and the dean (19) 

Scholarship reports from the registrar are carefully 
checked over. Deficient students are summoned for spe- 
cial interviews and students who are doing exceptionally 
high grade work are personally commended. Each stu- 
dent is interviewed at least once a year. Dean Keppel 
believes that much might be done to develop latent possi- 
bilities in what he calls mediocre students if more per- 
sonal work could be undertaken and he believes that col- 
leges should aim to do this 



Student Progress in Scholarship 27 



Form 17, face 

COLUMBIA COLLEGE— DEAN'S MEMORANDUM Date 

Please read this carefully before underlining and filling: out and bring it yourself 

to the DEAN'S HOUSE, 415 West 117 Street, between 3 and 5 o'clock, on 

Monday, Oct. 4, If this date is not practicable, make another 

appointment by mail 

Name 

Coming from School College Business 

with entrance conditions if any units 

Candidate for A.B. B.S. intending to graduate ) Feb. 

in the year j Sept. 

If candidate for a degree with honors give honors sequences proposed 

Planning to begin professional study in Jr. year Sr. year After grad. 

in 
Engineering Graduate Faculties Education Architecture 

Theology Journalism Law Medicine 

Regular ) emDloyment held during hours per week 

Incidental ) * " needed 

Other outside engagements (music, etc) 

Members of family or close relations previously at Columbia (give names) 



Additional facts which Adviser and Dean should know may be submitted on a 
memorandum to accompany this card 

(Over) 



Form 17, reverse 

PRESENT COURSES NAME OF Student's Choice 

(Include Extension if any) INSTRUCTOR For Adviser 

(If you don't know it, Choice 

ask him) 



Indicate 1st 

2nd, 3rd 

choice 

in coiumn 



(Ordinarily the instructor in the student's favorite subject should be the 
adviser. If you prefer other officers than those above give names) 



Form 18 — Columbia — 1915-16 — 3x5 card 

Adviser's report (copied) concerning James Smith 
Impression as to preparation — d 
Intelligence — shaky 
Industry — ? 

Sincerity and earnestness — superficial 
Promise of future usefulness — doubtful 

Other matters — seems in poor physical condition. Has very 
poor mid-term report 

Adviser 



28 



Record Aids in College Management 



03 

•i-i 

P 

03 
O 



o 
a> rP 

8~ 

03 •■_! 

i— i _Q 
Ph . 



05 -4J 
CD (h 

H3 



n3 
id 

03 

«■> to 

P <u 



E 
"3 



c 
« 

4) 

o 

a 
E 

3 
-0 

c 
<s 
u 



E 



CO B 



•S M 



s S 

■s * 

So* 

M 03 



03 Ph 

i-3 CO 



U 

P 

M 
a 

C3-" Jh 
A 03 



P,3 
?! p< 



+> 4IH S 4) 



QUO 



CD ►> 
03 fn 

r*4Pn 



o aT 

* fl 

Ph-S * 

co O 

o o > 

& g 03 

o o a> 



1/2 



03 

p 

r-J 03 

2 3 

p" a 

3 v 
O 



bfl 



<U CU 03 

i— i JK .fh 

r— I 5l O 

O fg o 

0*3 co 



33 ►» 

•rH -*J 

g rt 



O o 

03 c3 



^9 

2Wri 

OO W 
W<1Ph 



o3 o3 * **■* 
i-h .S to 

° 3 -r* p 

Ph CL, r O ,-H 

*« CO <j PM 

w 

co O 
WW 

ph rt 



'P rH 

co p 

• rH 

•*■* *~! 
T 1 03 

o o 

> 0) 
o3 P. 

Phcq 



03 

t3 

03 o3 

P S 

o o 

g a 



** S-i 



CO rj 

p ^ 

CO CO 



03 
P W 

o3 o3 

.S w 

3 ^ 
§ 3 

CO w 

P 2 

° .2 a w 



,3 bfl 



CD 


' P 


g 


■ o 


O 


■ 03 






Pi 
3 


a 


o> 






• 4) 


V 


• bfl 


T3 


. cu 



.2 S^.J-g 

S S H* £ £ 

•g o a o 

p Ph O <j o 



Character and Personality of Students 

Washburn College has three lines for personality on its regis- 
tration card 

Rhode Island State College has a folder in the president's 
office for containing Estimate of the personal characteris- 

* lcs of , ; (20). No instructor is allowed 

to mark a student who has not taken work with him dur- 
ing the school year. Personality records are written per- 
sonally by instructors working in their normal faculty 
group, e. g. by those in the Engineering Department at 
one of its regular meetings ; by those of the English De- 
partment, etc 



Form 20— R. I. State College— 6x10 card 
Student Class 












Reputation for Character 












Reliability 












Promptness 












Application 












Initiative 












Natural Ability (Technical) 












M »» /r» v fi 

(Business) 












Personal Appearance 












Precision in Expression 












Leadership 




































Date 










> 


Initials of Instructor 


. 








^ 


General Average 


Mark on Scale of 10 



[29] 



30 Record Aids in College Management 

Frequent complaints are made by colleges that students come 
to them seriously deficient in personality training. If 
history repeats itself, it may be expected that recognition 
of this need will be followed by definite steps to meet it 

The character and personality records already used by several 
colleges as a guide in recommending students for posi- 
tions seem prophetic of a conscious effort on the part of 
colleges to discover and train student personality 

In making reports upon personality and character there is a 
temptation for instructors, especially when they have 
many students, to slur over details and to make meaning- 
less generalizations. For this reason a form which lists 
the main points and degrees of them about which informa- 
tion is wanted makes reporting easier for the instructor 
and is likely to bring more satisfactory results 

Since the aim of personality records is to help the student 
overcome defects, the more concretely the defect is pre- 
sented the more clearly will he see what he needs to cor- 
rect instead of being made vaguely conscious that in some 
way which he does not understand he has failed to meet 
approval 

A comparison of seven personality records (21-27) will 
show how the breaking up of general terms makes for 
greater clearness and compels analysis 

A Teacher Personality card (24) devised by the Institute for 
Public Service has been so extensively ordered by super- 
intendents, principals, deans of women, for selfmarking by 
supervisor, teacher and pupil as to suggest that students 
will welcome opportunity to factor — alone or with advis- 
er's aid — their strong and weak points 



Character and Personality of Students 



31 



Form 21 — Pratt Personality Record — un factored — 3x5 card 

DIVISION DATE 

SUBJECT 

GENERAL MARK NOTE BOOK LABORATORY 

PERSONALITY IMPRESSION 
WEAK POINTS 
STRONG POINTS 
NEEDS 

INSTRUCTOR 



Form 22 — Personality Factors Noted by Employment Bureau, C. I. T. 


Mental calibre 


Tenacity 


Self-reliance 


Promptness 


Leadership 


Hustle 


Accuracy 


Address 


Initiative 



Form 23 — 3x5 slip 

CHARACTER AND PERSONALITY RECORD 

Division of Engineering 
Kansas State Agricultural College 



Name„ „_ „ _ , 

Course Date. 



REMARKS 



Ability „ 

Accuracy 

Cooperation _ ... 

Disposition 

Industry,. „_ 

Initiative. 

Judgment 

Personal Appearance . 

Reliability _ 

Use of English , 



E G 

E G 

E G 

E G 

E G 

E G 

E G 

E G 

E G 

E G 



This form is to be changed 
in '16. "It has been found 
of enough value to warrant 
development" 



Information furnished by. 



Character and Personality of Students 33 



Form 24, face — 3x634 card 

To help teachers and i TV^^I r*Y\£±V ) To heI P supervisors 

supervisors locate their ) * ^^C*w* J. W- JL f 

own strong and weak \ r>^^ |» ■_ / ne, P where help is 

characteristics f A CF SOllcllliy ) most needed 

For checking and rechecking by teachers, supervisors, normal schools before admission and during course, 

/m. would-be employers, placement and guidance bureaus, teachers' agencies and surveyors 

Check (VJ after items which describe conditions Use _? if a further visit is needed before marking 

Appearance of room g) g £ 3 

1. Order... notable fair poor disorderly 2.h 55. g 

2. Decoration attractive overdone unattractive lacking g- n 5 - ? 

3. Windows open — yes no clean unclean P ; H a I 

4. Air... fresh fair stale """""" j | ; j 

5. Blackboards much used —little used unused tidy untidy I 

6. Number of pupils overcrowded ....full _ vacant seats I 

Teacher's voice 

1. Pleasing . har . sh . shrill nagging j j j 

2 - C' ear indistinct foreign pronounciation bad grammar ! ! : 

3. Low medium too high 

Teacher's physical appearance 

1. Vigorous passable weak timid I ; • I 

2. Healthy healthy but tired ...anaemic sick j ! 

3. Well poised medium nervous ; I I 

4. At ease... medium embarrassed I 

5. Correct, erect posture.. ..stooping, bad habits slouching I I I 

6 - Neat tolerably bad taste slovenly hyper-cosmetic. : I' '' > 



Form 24, reverse 



Personality characteristics of teacher 

1. Pleasing very tolerably un-pleasing displeasing 

2. Courteous very moderately little discourteous 

3. Cheerful very moderately little gloomy, sullen 

4. Industrious very tolerably lazy 

5. Sympathetic very moderately unsympathetic....unkind „ 

6. Enthusiastic very moderately little lacking. 



7. Dignified very moderately little undignified 

8. "Well bred", oolite. notahlv arrpnfnhlv "rm rtonrav'i ;11 »««»,«« 



Well bred", polite notably ....acceptably "on the way" ill mannered... 

9. Tactful very tolerably blundering 

10. Stimulating very moderately lacking 

11. Humorous very moderately little lacking 

12. Encouraging very moderately discouraging nagging 

13. Scholarly very fair too technical unscholarly "."." 

14. Resourceful very fair unresourceful unimaginative. 

15. Systematic in thought very tolerably unsystematic 

16. Strict very moderately lax irritable ..'Z 

17. Wins cooperation,.. easily fairly antagonizes 

18. Self controlled very moderately little *. 

19. Ambitious professionally., quite not yet seems to be lacking ~~.~™. 

►, 20 - Teachable quite with difficulty....doubtful material "Z 

3 Comment of teacher or supervisor— verbal or written but confidential 

INSTITUTE FOR PUBLIC SERVICE, 51 Chambers St., N. Y. City 

5 for 10c; 10 for 15c; 50 for 50c; per 100, 75c; per 1000, $5.00— Postpaid 



34 Record Aids in College Management 

In certain technical schools where students are given oppor- 
tunity for practice work their adaptability to different 
types of work is tested and a record made. This is espe- 
cially desirable where a field offers several different lines 
of activity which may require persons with quite different 
qualifications 

The score card used by the Department of Home Economics, 
Cornell, illustrates the principle. Students taking certain 
courses are required to live for a week in the "practice 
apartment" and on the work done they are ranked for 13 
points under four general heads (25) 



Form 25— Practice work, home economics — Cornell 

Score Card 
I. Neatness 20 

1. Person 

2. Room 

3. Apartment 

II. Efficiency 30 

1. Skill 

2. Speed 

3. Co-operation 

4. Resourcefulness 

5. Promptness 

III. Conservation of Energy 30 

1. Quietness 

2. Saving of labor 

3. Organization 

IV. Social Obligations 20 

1. Toward the group 

2. Toward the guests 



The card (26) used by Preceptress Hazeltine of the Wiscon- 
sin Library School for noting evidence of professional fit- 
ness of students on field assignments illustrates the factor- 
ing method which can be readily adapted to other lines. 
This was officially credited as one result of studies by and 
with the University of Wisconsin Survey 



Character and Personality of Students 



35 



o 



as 



T3 

m 5j * O j 



93 

8 73 • , . +Jr _ i ~ g 

coo-wcQtOcSaj'rf-iCDtiD 

« ft c« ■ « -g >,+? bo a 



'O-H.HIBO.Sa^hB'Cl'Hp^ 



/—i tO M *h 

<u <v 2 -3 o 9 



>» >> >> t>> a, £> 



.bSSS.faS'HgSi 

,c8eicSc3cS.-t5rf^Oo 

"H^lHlH'Hrt J CD ft CO 



£ Sh S-c CO 
5 "3 "3 -2 



■8 



c8 ei 



» § £ co 

to.S 3 oi 
_» t) g » 

ftSE o ft, b ^ ^ i- 1 ** f-> t* ** 
cPrjamoooooooo 

43.3.S^3 ft ft ft ft ft ft ft 6 



.fa .fa .53 .fa .fa .fa .fa .fa .fa .** .fa .fa fa fa 

t25 «S ,5 ,c« c5 cS c$ c« 'a3 '3 '3 '3 '3 '3 



M 



—, 9) CD CD CD CD >> >> ' _ >J. . >i 

SSSSSaS'S fa o ~ o o ~ 



T3 Ti 

Moo 
g be 6C 



CD 

bcooooooooooo 
pooooooooooo 
co WW>&0&Oc»&fi&CSiCfecbC&0 



J* 






-=i .s 



Jh O CD 
>y >-> >s >> O CD Sxi'cd >j'cd "cd 

> > > > a cr.S S > 3 S > 



a n a a aaaaaascccca 

M O^CD CDCDCDCDCDCDCDCDCDCDCDCD 

r» " CD CD CDCDCDCDCDCDCDCDCDCDCDCD 

CD CD ooooouoooooS 

« « «««««« MMMMMW 



ja 








-J 


CO 






c 


CD 


N 


a 


c 




<a 


u 


1— 1 


« 


01 


£ 


a 

o 




CO 


1 


co 


(0 


CD 


CM 


o 




u 


E 


Ph 


1h 









U, 





•tf CD 
. .. *£ 

u ft 

<5« 



Bj 


cd 


H 


3 


CD 


■H 

o 

a 


>>a 


Wft 






■•- V4/ — 

2 M lo 

> a-ti 



f* 


CD 




-Q 




m 


c« 


^ 




<D 


»« 



o.g 



5= 
d 



N £ CO 

«j «j ■*< -a >> 

cd cd nj -a o ^s o 



b: 

o f ^ 

a te 



o »< 



^a o 



41 2 o 

a +3 te 



ti5 



o M M 



a 
•2 m 







,„ rt J3 cd ^ ^« 
03 Pi 



36 



Record Aids in College Management 



t, ■„ !~ (-, U ■- U 

o o o o o o o 
o o o o o o o 

P. Ch Ph Ph Ph Ph P-l 



.S3 .b .Js .is .5s .5s .5s -u 

i- !H «h <w mh tw *h <w .a 

o ^ 

* ::::::: ~ 

„::::::: « 

O a) 

'£ (H 

o 9 

n m 

^ :::::::! 

a ::::::: § 

o ^ 













■s 






ei 










£ 






,., .M 03 
^ o.+S 










o 

a 






ao- 










5 






O ,£>«_, 
















^ a> o 
P»» cl,<<-i 

.-J3 ° a 

C ^3 a; a, .o 


>i 








ance 
pie 
and 




-4-> 


O ^3 C V "* bS)-H 


Ph 








h O « 




o 


'-*j *S .2 § -p ? .!5 










b £ =■ 




-P 












Ph ■+» 




a 


Dispo 
Respo 
Educa 
Expei 
Intere 
Know 
Appre 


>> 

cS 

a 
4* 




— 


o 


B n <a 

c 9 o 


EC 

o 


oS 

03 

a 

O 




w 


0) 


o 




o3 


EH 

g 


o 
B 

M 


X) 


erso 
nta 
ack 


o 


03 

- 




>4 


pq 


Qfc 




C J 




a 
















03 















>..ss 



9 xi 



■^xixixsxsxixi o aS ,- 
o o o o o o o 

OOOOOOO M 

fee bo bo be fee 0D be « 



5 * a -a 

W? rt S o a 


— 


■+» ej -^ "^ 

^ r3 i 13 "£ o 


XJ 




,fi o a „ h 


cutive a 
d techni 
d mecha 
; essional 
erfulness 
is coope 
Qulating 


03 

a 


o 

a 


S o o o » ,: S 


Xl 


X O O Sm .a £ tg 


a 

a 



03 


a 




to 


c« 




03 


s- 




a 


a 


s~ 


4J 


S -B 

Pi "O 03 




Ph 


-= 


a 

o 


p< a 03 

a g x) 2 
a a) a 


X) 


p< 


be >» >-> <v 
£ c » o « > 


S 


o 


nmatu 

orbidd 
laccur 
alks t 
elf-cen 
ggress 


a 

o 

a 


-}« 


HhHHcc<! 


X) 

a 



Ph 



O J-H 



§ xl 

% .a 



fel 



%> 4J 4J HJ +J -P -P -P 

(« aaaaaaa 

V< (| d (I O (U V HI 

"5 0! (D « V 1> V O 

J -_ o _ l, u -~ ■-• 

X M X M X « X 

- g $ t) « g; V II 



"^ .3 .s 



A B S 

2 2 «£ 

-« -3 S. B B 



wa 

fl nJ 

0) TO 



-a ° 






^2 a> 

o-S 



it 



S ax< cc 5 

-a - « 8 % Sf> £ 
<*-! > a oi s s 

-a a; l> .5 ^ ■— ri 

oas ° » xi _££ 

o o> b a ^ t- a 



PhS 

a ^ 



-P _, 03 03 _2 

a ±f 03 03 a 

■— ; net*"*' 



cj fl C 



<a a 5'^ 



X3 t+H 

a ° 

feC^! 

a 



g o o) cs a o3 o 





« 


> 


0) 


a 




a 


u 


V 


o 


•B 




a 




o 


<u 


a 

OJ M 


03 

o 


■+a 

03 
03 


03 

a 


o 1 


-a 

XJ 

< 


a 
o 


03 


PwW 




& 






XI 
















a 








o 








k 





cs 



Character and Personality of Students 



37 



Dean Schneider of the University of Cincinnati, which has 
been carrying on an extensive experiment in "coopera- 
tive" education (i. e. half shop, half college) with a 
number of industrial concerns, has worked out a list (27) 
of sixteen broad characteristics that help determine fitness 
of men for jobs in different industries. He says that it is 
by no means considered final but does furnish a rational 
basis of broad selection for work in manufacture, con- 
struction and transportation. He adds, "Other broad 
characteristics would probably be listed if we had similar 
relations with commerce, law, medicine and religion" 
Of the danger of hasty judgment, he warned New York 
high school principals in 1913 : 

Strong characteristics are often buried deep under the influence 
of environment — inborn controlling talents repressed or 
stunted by acquired habits of life; and sometimes the habit 
is mistaken for the talent until patient experimenting or some 
unusual occurrence discovers the hidden ability. While the 
characteristics (27) are placed in juxtaposition, it does not 
follow that one may not be, for example, both mental and 
manual, or both an indoor and an outdoor man; further, one 
may not possess either characteristic to any marked degree 



Form 27 — Contrasting Characteristics — 9 dates — Cincinnati Engineers 

Name 


CHARACTERISTICS 


1 


2 


3 


4 


5 


6 


7 


8 


9 


1. Physical strength 
Physical weakness 






































2. Mental 10. Music sense 
Manual Music sense lacking 

3. Settled 11. Color sense 
Roving Color sense lacking 

4. Indoor 12. Manual accuracy 
Outdoor Manual inaccuracy 

5. Directive 13. Mental accuracy (logic) 
Dependent Mental inaccuracy 

6. Original (creative) 14. Concentration (mental 
Imitative focus) 

7. Small scope Diffusion 

Large scope 15, Rapid mental co-ordina- 

8. Adaptable to* 

Self-centered Slow mental co-ordination 

9. Deliberate 16. Dynamic 
Impulsive Static 



38 



Record Aids in College Management 



McKendree College has devised an outline (28, 29, 30) for self 
analysis which it gives to students to fill out and keep 
which President Hurt states has been of considerable 
value to students and is to be used by him later in writing 
of the development of personality by colleges 



Form 28 — Student self-rating sheets 

McKENDREE 

Am I as a personality: 

selfish or unselfish 

tolerant or intolerant 

appreciative or unappreciative 

openminded or completely in- 
formed 

seeking truth or advancing 
my ideas 

Courteous or rude 

kind or harsh 

sympathetic or unsympathetic 

trustful or suspicious 

respectful or disrespectful 

reverent or irreverent 
tactful or blundering 
a leader or a driver 
companionable or unsociable 
co-operative or a fighter 

even-tempered or explosive 
"booster" or gossiper 
"good listener" or not 
talkative or taciturn 
poised or rattled 



COLLEGE 

quiet or noisy 
humble or conceited 
democratic or ostentatious 
open or underhanded 
forgiving or unforgiving 

public-spirited or self-centered 
optimistic or pessimistic 
hopeful or discouraged 
cheerful or grouchy 
courageous or cowardly 

generous or greedy 
benevolent or miserly 
saver or spendthrift 
strong willed or weak willed 
deliberate or impulsive 



pure or impure 

religious or irreligious 

temperate or intemperate 

a producer or a sponge 

a good influence or a bad one 



Character and Personality of Students 



39 



Form 29 — Student self-rating sheets — McKendree College 



Am I in my worTc: 
careful or careless 
thoughtful or thoughtless 
long headed or short-sighted 
dependable or forgetful 
prompt or procrastinating 

quick or slow 
practical or dreamy 
accurate or "ever repeating" 
steady or "spurty" 
systematic or "slip-shod" 

orderly or jumbled 
progressive or "standpat" 
open-minded or closed to im- 
provement 
open to suggestion or not 
resent criticism or not 



obedient or disobedient 
"on the job" or half asleep 
"a live wire" or a mediocre 
industrious or lazy 
energetic or indifferent 

enthusiastic or mechanical 
happy or unhappy 
cheery or grouchy 
for principle or personal ad- 
vantage 
honest or "shady" 

truthful or not quite so 

self-confident or self- distrust- 
ful 

self-reliant or timid, diffident 

efficient or inefficient 

needing more steam or more 
brains 



Form 30 — Student self rating sheets — McKendree College 
PERSONAL APPEARANCE 

Am I fat, medium, thin? 

Tall, medium, short? 

Graceful, average, awkward? 

Is my hair combed, semi or towsled? 

Are my teeth, nails, linen, shoes, clothing, neat, clean, well 

looked after or ? 

How do I Stand — erect or lolling? one or two feet? 
How do I Sit — erect or lolling? 

Is every chair a Morris chair ? 
How do I walk — erect or otherwise? Head up or hanging? 
How do I move — quickly or slowly ? easily or awkwardly ? 
too much or too little? 

MANNERS 

Am I cordial, gushing or reserved? 

Am I a good mixer or a sort of hermit? 

Do I smile ? How ? When ? To whom ? Why ? 

Is my smile microscopic or do the chandeliers tremble? 

In shaking hands am I like a steam pump? A vice? A 
refrigerator? A statue? or what? 

Can I sit down or stand or talk with someone without crack- 
ing my knuckles or beating tatooes on the chair or table, 
or dancing a jig — In other words, have I a QUIET 
POISE? 

Is my manner friendly or mistrustful ? courteous or indiffer- 
ent? considerate or selfish? 

Is my voice quiet and poised? forceful or loud? grating, 
harsh ? 



40 Record Aids in College Management 



Student Health 

The physical training requirement in colleges is looked upon 
by large numbers of students as a thing to get "through 
with" or "out of." Too often no incentive is provided to 
awaken the interest of students who are not naturally 
fond of physical training or outdoor life. The result is 
often that students who most need the help that these 
departments can give profit least by it 

This situation has been changed by some institutions which 
have adopted more stimulating requirements than mere 
gymnasium attendance and reports on character and 
amount of exercise taken 

The College of the City of New York gives academic credit 
for prescribed work in its Department of Hygiene, and 
believes that its system of instruction, examination and 
follow up has brought measurable returns in increased 
physical efficiency 

On the ground that a high degree of physical efficiency is es- 
sential for success in technical occupations, Pratt Insti- 
tute will not permit a student who does not have enough 
regard for the health requirements to work for a com- 
mendable physical record to go on with her academic work 

Although not giving academic credit for work in physical 
training, Pratt uses an "honor system" (31 f.f.) for bring- 
ing results through an appeal to self-respect and pride. 

Physical fitness is measured (32) by 1) attendance, 2) free- 
dom from colds, 3) sufficient sleep, 4) posture, 5) strength, 
6) vitality (lung capacity), 7) weight -f- height 

Skill is measured (33) by proficiency in 1) gymnastics, 2) 
dancing, 3) swimming, 4) tennis 

Obviously such records are futile unless completely and 
carefully kept and used for student's benefit and for test- 
ing efficiency of physical supervision 

Few private patients, even of the wealthiest, receive physical 
supervision equal to that which many colleges are now 
aiming to make compulsory for all students 

Progress is being made so rapidly that it will not help to 
show the many variations in service disclosed by cards 
received 

Three additional points deserve special mention. When reg- 
istering, students at Carnegie Institute indicate first, sec- 
ond and third choices, etc for 12 different sports 



Student Health 41 

Vassar keeps as part of each student's permanent record — 
condition on entering Vassar, the condition on leaving 
Vassar College, which shows the number of years, the 
amount of absence, the cause of absence, the amount of 
illness in each of the years, total days average, days per 
year and different ailments 

Important facts regarding the feet are noted by Yale and 
Carnegie Institute — as to arches longitudinal and an- 
terior, the great toe joint whether injured and inflamed. 
Yale has issued a pamphlet regarding treatment of flat 
foot 



Form 31 — Honor System — Physical Training — Pratt Institute 

1. Honor points may be won by any full-time woman student in 

Pratt Institute 

2. Honor points are given for exceptional physical "efficiency" 

and "proficiency," as shown by the following tables 

3. Honor points are credited to students three times a year — 

January 1st, April 1st and June 1st 

4. Honors that are starred (*) are permanently won. Honors 

not starred are forfeited whenever a student falls below 
the grade of efficiency for which such point was given. 
Such points may be re-won at any time 

5. Chevrons — to be worn on the left sleeve of the gymnasium 

suit — are awarded for honors won, as follows: 

(a) Red Chevron — A Term Grade of "A" (see Grading 

Tables — "Term Grade"). (Forfeited if grade for 
a term falls below "A") 

(b) Blue Chevron — Ten Points (four or more must be 

efficiency points). (Forfeited if total number of 
honor points falls below 10) 

(c) Yellow Chevron — Twenty points (eight or more must 

be "efficiency" points) (Forfeited if total number 
of honor points falls below 20) 

(d) Star — Thirty points (twelve or more must be "effici- 

ency" points) 

Note: — (On winning thirty-five or more points, Blue and Yellow Chevrons and Star 
are permanently won and may not be forfeited) 



42 Record Aids in College Management 

Form 32 — Honor System — Physical "Efficiency Points" — Pratt Institute 

ATTENDANCE 

No absences or excuses (except 2 regular per month) 

*Oct. 1, 1915 to Bee. 21, 1915 1 point 

*Jan. 3, 1916 to March 24, 1916 1 lioint 

* April 3, 1916, to June 9, 1916 1 point 

*Oct. 1, 1915, to June 9, 1916 1 point 

Freedom from Colds 

*No colds from the first day of any month to the first 

day of the next month l/3 point 

*Xo colds entire year 1 point 

Sufficient Sleep 

*8 l/2 hours sleep per day for any 24 days from the 
first day of any month to the first day of the next 
month 1/3 point 

*8 l/2 hours sleep — as above — for entire year 1 point 

Posture 



A posture grade of li B" entitles a student to three honor 
points, or Raising a grade of "D" or "C" to "B" 
gives 3 points 

A posture grade of C 'A" entitles a student to five honor 

2)oints, or raising a grade of "B" to "A" gives. . 2 points 

Note: — (These points are forfeited if for any given term a student's posture 
grade falls below the grade previously held) 

Strength 
Total Strength of 325 kilograms 1 point 

Vitality 

Lung capacity of 200 cubic inches or vital index of 1.56 

or greater (lung capacity -f- weight) 1 point 

Note:— (These points are forfeited, if for any given term a student's 'total 
strength,' lung capacity or vital index falls below the mark above given 

Weigh t — Heigh t 

Weight — within five pounds (5 lbs.) of correct weight 

for given height and age (Grade of "A") 1 point 

Note: — (This point is forfeited if for any given term a student's weight falls 
outside the five pounds limit for her height and age) 



Student Health 43 



Form 33 — Honor System — Physical "Proficiency Points" — Pratt Insti- 
tute 

Gymnastics 

*A grade of 'A' for any three apparatus exercises that form part 
of the regular class work of the first term 1 point 

*A grade of 'A' for any three apparatus exercises that form part 
of the regular class work of the second term 1 point 

*A grade of 'A' for any three apparatus exercises that form part 
of the regular class work of the third term 1 point 

Note: — (The same exercises may not be credited to a student's record more than 
once) 



As many apparatus exercises will be given during a term as three 
quarters (34) of a class can master 

Members of a class having three apparatus exercises a term may 
win but one point for that term. Members of a class having four 
or five or six apparatus exercises a term may win two or more 
points for that term 

Dancing 

*A grade of 'A' for any two dances that form part of the regular 
class work of the first term 1 point 

*A grade of l A' for any two dances that form part of the regular 
class work of the second term 1 point 

*A grade of 'A' for any tivo dances that form part of the regular 
class work of the third term 1 point 

Note: — (The same dance may not be credited to a student's record more than once) 

As many dances will be given during a term as three quarters 
(34) of a class can master. Members of a class having but two 
dances a term may win but one point for that term 

Members of a class having three, four or more dances a term may 
win two or more points for that term 



44 



Record Aids in College Management 



Form 33, continued 

Sivimming 

Winning the emblem — World's Life Saving Alliance. . 2 points 

Fall Tournament — 

The maximum number of credits that may be scored in any 
Fall Tournament is definitely fixed 

*Two honor points are given to all competitors winning 75% 
to 100% of such possible credits 

*0ne honor point is given to all competitors winning 50% to 
75% of such possible credits 

Spring Tournament — (Intra and Inter School) 

Intra School 

Making a school team 2 points 

Substitute on school team 1 point 

Inter- School 

To every member of the winning team 2 jioints 

To every member of the second best team 1 point 

Tennis 
^Winning — in Fall (Singles) Tournament past 1st round . 1 point 

* Coming up to semi-finals — in Fall (Singles) Tournament . 1 point 

^Winning — Fall (Singles) Tournament 1 point 

^Winning in Spring Tournament (Intra -School) Past 1st 

round 1 point 

* Coming up to semi-finals — in Spring Tournament (Intra- 

School) 1 point 

^Winning — Spring Tournament (Intra- School) 1 point 

*Winning — Spring Tournament (Inter-School) 1 point 



Form 34 

- HONOR RECORD PRATT INSTITUTE 

Naroe^^ [J. ^.School ' 



SECOND YEAR 

Courae /Grnixa-f 



m 



Date 



Efficiency Points 



^/^/^/huuiiVoTVt. (itltcuJL 



Date 



Proficiency Point* 






/■ 




m* 



(337/ 



/ 



CLL 



C er^ffLt- 



&. 



'yj^L 



QkrKA.DwA' */% 



'* 



9- 



Student Health 



45 



Form 35 — Physical training record — Pratt Institute — Back used for 
remarks, e.g., "Has glasses: much less headache" 




46 



Record Aids in College Management 



Form 36 — Parts of physical exam record — Pratt Institute 

Note changes 

Date 10/13 2/1 5/28 10/28 2/17 5/15 



Age 

Weight— lbs 

Lung capacity— cu. in.. 
Total strength— Kilo.. 
Girth chest expansion. 
Depth " " 



20 


20 


21 


21 


22 


22 








114.6 


107.3 


108 


118 


111.8 


111.3 








160 


160 


155 


168 


175 


173 








302 


298 


313 


338 


376 


391 








85.6 


— 


84.0 


87.0 


— 


84.2 








20.0 


— 


18.0 


18.3 


— 


19.5 









Previous exercise — Gymnastics 4 yrs. (X) High school (A) 

Dancing (A) Swimming (C) Tennis (D) Basket ball ( ) 
Base Ball .• Captain ball .- Volley ball .- Riding (X) 
Walking (5) Hockey : Golf .- 

Paddling .• Skating : Fencing 

Family diseases Bright* Disease (father) 



Rowing .- 
Bicycling 



Past health Diseases Measles; diphtheria; tonsilitis; mastoidi- 
tis (June, 1914) 

" " Accidents, operations, defects 

" " Functional disturbances Headache; some constipa- 
tion 

Posture. .Head held forward Shoulders r. high Hips 1. pr. 
Chest fair Abdomen forward Weight bacTc 

Spine cordosis and kyphosis 

Feet R. o.k. L. o.k. Shoes good 

Remarks : Needs posture work 



The most comprehensive and helpful statement obtained of a 
department of hygiene's work is that issued by the Col- 
lege of the City of New York — a seventy page book with 
thirty-five illustrations and index. As the director Prof. 
Thomas A. Storey is interested in promoting collegiate 
departments of hygiene, we are permitted to refer readers 
to him for the pamphlet or other aids including such facts 
about results of examinations and conferences as on 37 
to 41 



Student Health 



47 



Form 37 — Department of hygiene, C. C. 
health questions 



N. Y. student-answered 



—NAME- 



QUESTION 



ANSWER 



QUESTION 



Address. 



Class Age Yrs. Mos.. 

Place of hirth 



—Date of birth. 



—School last attended. 



—Birthplace of father 

—Birthplace of mother- 



Derivation of student. 

(a) English 

(b) French 

(c) German 

(d) Jewish 

(e) American— 
(f) or: 



Father's occupation. 



How long in this occupation?. 



Name member of family or person 
in your home having. 



(a) consumption. 

(b) asthmn 

_(c) bronchitis 

(d) cough. 



(e) 
-CO 



nervous. 



or other disease. 



—Have you bad (give date). 



(a) tonsilitiq 

.(b) rheumatism. 



<c) heart trouble. 
_(d) scarlet fever— 



(e) kidney trouble. 
-(0 typhoid fever 



(p) pneumonia. 
.(h) bronchitis 



pleurisy 

or other severe diaeaee- 



Do any effects of such illness 
persist? __ __ ^_ __ ___— _ _ 



_If so what? 

What injuries or operations have 
you haH? 



What weakness or tendency to ill 
health have you? 



Are you ruptured?. 



How often do you have headaches?— 



.What eye troubles have you had?- 



What ear troubles have you had 
such as 



(a) ear ache 

_(b) running ear. 



(c) deafness- 
.(d) etc 



How often do you have a cold in 
the nose? 



.throat?. 



Jungs?- 



.Can you breathe through both 
nostrils? 



.Have you a cough?. 



.Do you expectorate much?. 



_Do you ever cough up blood?- 



_Do you ever feel hot or chilly? 

-Do you ever sweat hard at night?. 



48 



Record Aids in College Management 



Form 37, continued — student-answered health questions, C. C. N. Y. 



QUESTION 



ANSWER 



QUESTION 



How much weight or strength have 
you lost this last year? 



-Date of last successful vaccination. 



.What exercise do you take such as. 



(a) walking. 
.(b) games 



(c) gymnasium- 
-(d) track 

(e) etc 



.When do you brush your teeth? . 



JDo your gums bleed easily?. 



-How often do you bathe?. 



(a) .in summer. 
.(b) in winter 



How often do you change your 
__underclothes? 



(a) in summer. 
_(b) in winter 



What work do you do in addition 
to your college work? 



How many hours a week do you 
exercise? 



_How many hours in open air daily?. 
JDo you sleep well? 



-Hot many hours a night? 

How many windows in your bad- 
, room? 



-Do you open them wide at night? 

_Bo you sleep alone? 



.How many are there in your family? 
-How many rooms in your home?. 



_Is your appetite good?_ 



How much time do you spend at a 
meal? , 



Do you chew your food well? 

Do you have discomfort after 
eating? 



How many hours a day does that 
work take? , 



ts your continuance in college de- 
pendent on your outside work?. 



What athletic training have you 
__had? 



.How often do your bowels move?_ 
-How often do you go to a dentist? 



.Record examined by- 



Student Health 



49 



Form 37, reverse— Student-answered health questions 

_NAKEl. 



Date of this record. 
Present address 



Age in years and months. 



4. Number of colds since your last examination,. 



.4 
_5. 

6. 

, 7. 

8. 

9. 

_10. 
—11. 
_12. 
_13. 
—14. 
—15. 
_16. 
—17. 
_18. 
—19. 
—20. 
—21. 
—22. 
_J3. 
—24. 
—25. 
_26. 
_27. 



Where were these colds, in the head? nose? 
__throat? chest? 



Were you sjck enough to go to bed?_ 
What serious illness have you had?_ 



How long were you in bed with it?_ 
Have you recovered completely?-. 



How often do you have headaches?. 
Have you had any ear trouble? 



Have you a cough? How long?i 
Do you expectorate much? 



What is your weight now? 

How many hours of exercise do you take 
a week? 



How much time do you spend out of doors 
a week? - 



How many hours do you sleep each night?_ 

Do you keep your bedroom windows open 
wide at night? 



Do you sleep alone?_ 



When do you brush your teeth?. 



When did you go to a dentist last?. 



How often do your bowels move? . 



How often do you bathe in summer? in 
__winter? 



How often do you change your underclothing 
_ tfi summer? winter? 



Aro you doing any work for pay? How much 
of jour time does it take? 



Could you stay here if you earned nothing? 
This record was examined by 



50 Record Aids in College Management 



Form 38 — Student-answered health questions — Carnegie Institute 

Check off any of the following tendencies in family: 

Sore Throat Nervous Debility Kidney Dis- Gout 

Asthma Catarrhs ease Cancer 

Dyspepsia Rheumatism Paralysis Neuralgia 

Heart Disease Habitual Con- Consumption Epilepsy 
Hysteria stipation 

Check off any of the following diseases that you may have had, specify- 
ing the age at which you suffered from them: 

Boils Frequent Colds in Head or Throat 

Catarrh Bronchitis 

Dyspepsia Chronic Diarrhea 

Frequent Headache Indigestion 

Biliousness Sleeplessness 

Pleurisy Habitual Constipation 

Shortness of Breath Pneumonia 

Neuralgia Heart Disease 

Tuberculosis Appendicitis 

Do you wear glasses? Have you ever worn glasses? 

At what time did you first wear them? 

By whom were they advised? Oculist? Optician? 

When were your eyes last seen to? 

Do you drink coffee ? How much ? 

Do you drink tea ? How much ? 

At what age did you begin ? 

Do you smoke? How many pipes? Cigars? Cigarettes? 



Student Health 



51 







a 


• 


















z 










i 










< 










s 










t- 










z 










2 




















tf 








u 


K 








X 


»• 








B 










3 










Z 












2 










S 










o 










z 










o 










4 








>•' 











z 










u 










6 










ul 










z 










Ul 




















C9 










>■ 










X 










u. 










o 


z 








h-^ 


2 








O. 


t- 








u 










5 


s 








</) 


2 








a 


u 








o 










o 










ut 










cc 










z. 










o 




















»- 


























-> 










3 










CO 










z 










o 










o 


>- 

B 
O 

H 
W 

I 






"O 










u 










a 










u 










o 










1-H 










,_ 






T 




a 

z 






0) 










M 




(0 






ID 






E 




V) 

4 






Im 















o 














n 










E 












1- 








Z 


< 
































> 






Z 






o 












OC 




' 




























o 

LU 




















CO 










Z 






















LU 






























O 












^ 










>- 












C3 










IE 






























O 






















1— 


z'.' 











> 

or 










LU 












z 

-1 

a. 
o 

10 






T3 




1— 
CC 


p 
u 

Ul 

w 
o 










c 


"O 
0) 

XI 

11 

a 


1 
C 
V 
QC 




LU 


2 










D 










O 


(0 




















JE 


4 




















LU 


-t 




















GO 


u 






























B 










>- 


u 










V* 










GO 






























a. 


a 










°° 








o=" 






















h^ 










^ 






























O 






0) 






££" 










I 






♦• 






c/» 










—i 






n 
















o 






XI 






EC 










u. 






4> 

> 














_ 
































GO 
Q 






o 




"o 


1—' 








T3 










*J 










QC 






(/) 




(3 










a 


O 






Ul 




XI 










u 


O 








i) 










o 


LU 
CC 










> 


10 








r* 


LU 
O 






D 




> 

CO 


if) 
o 








6 


Z 










2 








E 

V. 



bu 


LU 
OC 
LU 
U_ 

o 


U! 

2 




1- 
Z 
Ul 

(/) 
u 
QC 




o 
u 

> 
c 


O 
<r 

Q 




d 

i- 
ti 






o 


z 




a 






■ 







52 Record Aids in College Management 

Individual instruction in hygiene is the end of test, precept 
and practice in physical training at "City College". 
Excerpts from its announcement above cited are given 
below 



Excerpts from pamphlet "Department of Hygiene of the C. C. N. Y." 

Individual Instruction in Hygiene 

TJireefoia purpose: To teach the young man how to secure and 
conserve his own health 

2. To lead him in his graduate years to become an impor- 
tant factor in the advancement of the public health and 
character 

3. Through inspections to make the institution and all its 
influences safe and attractive to the clean, healthy 
student 

Follow up- Every piece of advisory instruction is followed up, and 
every piece of such instruction must bring a result * * * 
or the boy is debarred from all his classes 

Learning by doing: We are securing health habits in the same 
individuals to whom we are teaching health principles 

Cumulative effort: And the boy is under this instruction, term 
after term, for six years [or while here] 

Proof of results: We have the written and objective evidence that 
the parents of several thousand boys are talcing active, 
sympathetic, and dollar and cent interest in the health 
habits of their boys 



Attendance 

Attendance records are apparently kept by few colleges Ab- 
sence records were sent in by several. Absence records 
run the risk that absences will not be recorded It is a 
h ™" re t COrd kee P in / tha * ^ affirmative mark should 
be made to account for every person or item. The ab- 

rresrce^rs'tuTent 111 " 11 °* *"" t0 ""* ^ *™ 

To make the keeping of attendance records easier some col- 
leges supply not only forms such as 41, 42, 43 and 44 but 
filing cases for easy, daily filing of cards and slips for re- 
porting absences to central office. The College of the City 
of New York asks for the days of each week. Howard 
University records the total tardinesses as well as 
dent^t; St f ate K CoI1 ^ e of Washington requires the stu- 

recnr^ JSaI ^^ '? the re ^ istrar - The cumulative 
record used by Carnegie Institute shows for periods days 
and m0 nths. New York University's cumulative record 
stamps dates absent under each subject 



Form 41-Absence record-State College of Washington-3*5 card 

NAME " - •- , _. . 

Study no. Course Value " 

standing . 

— Date enrolled 

1 2 3 4 5 6 7 8 9 10 11 12 ,3 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 
» 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 

Date Returned to registrar" ""' ""' • « 

signed instructor 

(Over) 

[53] 



54 



Record Aids in College Management 



Form 41, reverse 

Estimate the number of hours (per week for a semester) which will be necessary 
to complete the course. 



Grade youi^srtrdents Aa, A, B, C, D, or Incomplete. D is an absolute failure and 
the course must be repeated, C is a failure in a major subject. 

You may not permit a student to enter your class for more than three days with- 
out one of these cards from the Registrar. You may not drop a student from a class 
without an order from the Registrar and you should then return this card as an 
acknowledgment of the receipt of this order. 

Cross out days on other sid© when student does not appear for class work. 

Return mid-semester grades on blanks furnished by Registrar. Return your final 
grade on this card. 



Form 42 — 3x5 card 

COLLEGE OF THE ClTY OF NEW YORK 
TOWNSEND HARRIS HALL 

INSTRUCTOR'S WEEKLY ABSENCE REPO 


RT 

OURS 






1 


Hour during which Class Recites K.V 












STUDENTS' NAMES IN FULL 
ARRANGED ALPHABETICALLY, SURNAME FIRST 


Rcg'd Sect. 


M 


T 


w 


T 


F 
















1. Absences and latenesses should be marked with an "A" in the proper column. 

2. Use a separate card for each section. (Give REGISTERED SECTION for every student.) 
Write REGISTERED SECTION number in theiirst column next to the name. 






Instructor. 



Form 43 — Carnegie 

ABSENCE 


Institute of 

RECORD 


Technology — 
NAME 


5x8 


card 

COURSE 




Year 




SECTION 








Hour 


M 


7 


w 


T 


F 


M 


T 


W 


T 


F 


Hour 


SEPT 


R:SO 






















8:30 


9:30 






















9R0 


10:30 






















10:30 


11:30 






















11:30 


12:30 




















' 


12:30 


1:30 






















1:30 


2:30 






















2:30 


3:30 






















3:30 































[Eight weeks, five months each side — Note double setting of hour column to 
facilitate marking right line] 



Why Students Drop Out 

Although the "educational scrap heap" is a much discussed 
topic among colleges, there is little evidence in college 
reports that the real reasons for dropping out are known 
in any considerable number of cases except where students 
have left on account of illness or have been requested to 
leave. Yet the number of students who leave because 
of ill health or who are dropped is often small in propor- 
tion to those who, for unassigned reasons, fail to return at 
the end of one or two years 

In one report, for example, the students who left for assigned 
reasons numbered 125 as against 160 who left for unas- 
signed reasons 

College reports seldom even hint that students ever leave be- 
cause of disappointment or just dissatisfaction, yet in so 
large a group there must be some promising students 
whom colleges fail to inspire and hold for reasons that 
might be worth while seeking 

It is not always easy to learn the real reasons why students 
drop out, but would not individual follow up work bring 
better results than most colleges now get? 

The Carnegie Institute of Technology has a special with- 
drawal blank (44) which students who leave during the 
year must present to the dean for approval, and it is ex- 
pected that the dean will take pains to learn the true 
reason for withdrawal 

Harvard in addition to stating reasons for withdrawal lists 
studies taken in whole courses, half courses through 
the year, half courses first half year, half courses second 
half year 

McKendree College sends out a form letter (45) to students 
who drop out between terms, similar to follow up letters 
which in after life students are apt to receive from or 
write for social clubs or civic and charitable agencies 



[55] 



56 



Record Aids in College Management 



Form 44—6x9)4 card 

him 196, 1500-9-1% 



■To be filled in by the student 



CARNEGIE INSTITUTE OF TECHNOLOGY 

REQUEST FOR WITHDRAWAL OR TRANSFER 

After the Dean has approved this it should be presented by the student at the 
Registrar's Office, either in person or by mail. See NOTE ONE below 



DATE. 



TO THE DEAN : 

I HEREBY MAKE REQUEST TO TJJ^JfSE?™ FROM SECTION. 



WITHDRAW 



CLASS. 



.. COURSE. 



• TO SECTION. 



(•Disregard starred lines in case of withdrawal.) 



CAUtE OF 

Finances. 
Ill-Health of Self. 
Ill-Health in Family. 
Dropped for Scholarship. 
Dropped for Conduct. 



(Draw circle around whichever cause 
listed below applies in your ca^e ) 



Removal from Pittsburgh. 
Overtime Work. 
Change of Position. 
Course Unsuited to Needs. 



Any Other Cause 
May Be Stated on 
Back of This Sheet 



(SEE NOTE TWO.) 



Signature of Parent or Guardien. 



APPROVED I 



NOTE ONE. — In case of withdrawal, return your locker 
key at once to the Registrar's Office. No breakage balance 
can be refunded until this is done, and until all drawing-room 
and chemistry keys, or other Institute property which you 
may have in your possession, is returned and checked up. A 
check covering the unused portion of your breakage deposit 
will then be mailed you from the C?shier's Office. 

NOTE TWO. — If the student is under twenty-one years 
of age, the signature of parent or guardian must appear on 
this blank either in case of withdrawal from the Institute, or 
of a transfer from one course to another. 



NOT to t» lilM In by Studont 



Amount Paid 



Keys Returned 



locker (no,> 



DRAWING ROOM 



CHEMISTRY LAB. 



SHOP CHECKS 



Cards, etc. Retdi 



MAT. CARD 



Why Students Drop Out 



57 



Form 45 — Why do students not return to college? 



CIljrJHttMt 

(Culture ana EffictMira 

for £m»trr 




HUBER WILLIAM HURT. PRESIDENT 

fcrbatuw, Mlixmie 



[Name inserted] 

You were a student at "Old McKendree" last term and have 
been missed about the campus since the return of the others. 

We desire that McKendree shall really serve. We want her 
to serve YOU in every possible way. Therefore we are anxious to 
know the REAL REASON why you are not in College. 

This knowledge will better enable us to do the great work of 
the College in helping inspire men and women for Larger Life. 
Write me FRANKLY today about this vital matter and I shall treat 
your letter as confidential if you so desire. 

Cordially, 




President McKendree College 



58 



Record Aids in College Management 



Scholarship Records 

Except for variations of arrangement, the differences in 
scholarship record forms are slight. Some of these vari- 
ations, however, suggest how even so mechanical a thing 
as a scholarship record may be made a story with a climax 
instead of a disjointed series of incidents 

Three general types of scholarship record are illustrated by 
Forms 46, 47, 48. Each has obvious advantages 

The type most commonly used is well represented by Form 46 
which sets off clearly the work of each year and is more 
economical of space than forms frequently used. It has 
been long in use in many colleges 



Form 46, face — Scholarship — Hobart and William Smith 

[6x8, for four years, 15 subjects, plus summary of grades] 

Entered 

NAME '9 LEFT 




ENTRANCE 


YFAR 19 




8UBJEOT 


Units 
at Ent. 


Units 
aft. Ent 


•Subject 


NO. 


1ST term 


20 TERM 




HRS. 


MARK 


HRS. 


MARK 




ENGLISH 






10 SPACES 


















GERMAN 
























16 OTHERS 
























Grade 


A 


B 


C 


D 


TO 
TAL 


Form 46 reverse 

(a) Dropped for failure to do satisfactory 

(b) Warned for failure to do satisfactory 




1st 

Year 






















20 
Year 


























.3d 
Year 












(e) Honorable Dismissal granted on 














(f) William Smith interposes no objection to 


4th 
Year 














Viov, nunv uyui. *t*ut#i.u. «.» 
















The record on the opposite side and above is 
correct. 

19.... 

Registrar 

Explanation — A, a high honor mark for distin- 
guished work; B, a simple honor mark; C, a high 
passing mark; D, a low passing mark; X, work 
incomplete; E, a general condition; F, the student 
must take the subject again in class. The hours 
indicated represent the number of hours per week 
1 for a term of 18 weeks 


TOTAL 































Scholarship Records 



59 



By printing on the record all subjects offered the clerical work 
required in filling out is reduced. Form 47 type seems to 
be displacing the 46 type. Subjects are arranged in natural 
divisions hence the record shows at a glance where the 
student is specializing. The reverse gives (1) entrance re- 
quirements, offerings, deficiencies ; (2) tentative advanced 
credits; (3) faculty action, dates of probation, whether 
dropped or honorably dismissed, return of credentials 

Further economy and summary are obtained by Missouri (48) 
on a card which contains also subjects for noting entrance 
credits, prizes and honors, degrees, etc. Subjects must 
be written for university credits 



Form 47 — Scholarship cumulative record — 8^2 

UNIVERSITY OF WASHINGTON 

SCHOOL OF FORESTRY 


xll 

Entered 

Left 

Demitted to 


Name Degree 

H (honor), ?S (satisfactory), P (passed), C (conditioned), 

F (failed), I (incomplete,) W (withdrawn). 

One credit stands for one fifty-minute recitation a 

week for one semester of eighteen weeks. 


Re-Entered 


Graduated. 


Adv. 
Credit 
from 


SUBJECTS 

(by groups, not 
alphabetically) 


CREDITS EARNED 


Cumulative by Years 


Adv. 12 3 4 5 


1st Sem. 


2nd Sem. 








Lump Credit 






Total 


Total Credits 







Washington Method 

Art 

Music 

English 

French 

German 

Greek 

Latin 



Usual Method 

Art 

Astronomy 

Biology 

Chemistry 

English 

French 

Geology 



Form 48 — Scholarship cumulative record — University of Missouri — 
85^x11 

UNIVERSITY CREDITS 



COURSE 



Course 
No. 



First Second 
Semester Semester REMARKS Credit Hours Toward 



Year 
Taken 



K? 



60 



Record Aids in College Management 



For reference purposes it is found helpful to be able to see at 
a glance the credits earned, the number of courses passed 
at each grade, and the subjects in which the student has 
specialized. Wellesley, which uses the old method of re- 
cording as shown in Form 46, provides in addition for a 
summary by grades (49) and a recapitulation of courses. 
The latter could be avoided by a card modeled after 47 
with the University of Kansas method of grouping sub- 
jects and cumulating credits and deficiencies (49a) 



Form 49 — Scholarship summary — Wellesley — 
[1^x2^2, bottom of permanent record 
card — 4x10 — Reverse side calls for spe- 
cial action, notes, dates] 




SUMMARY BY SEMESTER HOURS 


1 


Mark 


1Yr 


T 


2Yr 


3Yr 


4Yr 


T 


A 






















B 






















C 






















D 






















Cond. 






















Credit 






















Lacks Cr. 













































Form 49a — Cumulative scholarship record — The University of Kansas 

Name 



Home 
Address 


Group 


Subject 


Cr. 


Def. 


Town 
Address 


English 


Rhet. & Lit. 3 
Adv. Rhetoric 
Adv. Lit. 






Preparatory 


Language 


5 subjects 






School 


Mathemat- 
ics 


El. Algebra 
Adv. Algebra 
Geometry 
Trigonometry 






Parent's or 
Guardian's Name 




and Address 
Date of Birth 


Physical 
Science 


Phys. Geog. 

Physics 

Chemistry 








Biological 
Science 


4 subjects 






Race Frat 


History 

and Social 

Science 


English 
G. &R. 
M. &M. 
Civics 
American 
Economics 






Remarks: 






Miscellaneous 









Date. 



Total, 
.Registrar 



Scholarship Records 61 

Helpful suggestions from scholarship forms include these: 

Known possibilities and alternatives printed on blanks to be 
checked, which reduces writing and the difficulty of re- 
membering 

Instructions and explanation of keys printed on forms, which 
reduce mistakes and trouble 

Provisions for summer school data — Lafayette 

Prizes and honors, in high school and college — Heidelberg 

Special action and notes — frequent 

Semester months and reviews — Carnegie Institute (50) 

Withdrawal record — Carnegie Institute 

Entrance conditions with conditions in course — Lafayette (51) 

Heading clear, items ruled — frequent 

Failures summarized — Heidelberg 

Eight elements of scholarship — Department of Architecture, 
University of Minnesota (52) 

Recitation grades separated from examination and combined 
grade — Haverford College 

Cumulative record each term, four years including honor -f- 
credits. 

Average absences excused and unexcused are given by Kan- 
sas Agricultural College 

To avoid the confusion which frequently arises from changing 
the numbers of courses, Registrar H. M. Tennant of Ore- 
gon State Agricultural College proposed to the American 
Association of Collegiate Registrars a method of cata- 
logue numbering by which a given course will always bear 
the same number 



62 



Record Aids in College Management 



Form 50 — Part of scholarship record — Carnegie Insti- 
tute — Cumulative record card — 7J4x7}/£ 



FIRST YEAR 


16 


-19 


COURSE 






SEC. 






First StutSTtR 




Subjects 


In. 1 (tJ. 


"M 2- l )rt ltall 'i 

ii Uij m. |"""«. [ 


.'ml 
I 1. 


In) 
1 Ii 





Form 50a — Part of scholarship record — Carnegie Institute 


Entrance Record Graduation or Withdrawal Record 


Date 


Intcrnsc k.i,,, 




Droned fo, 1 „„ Sch.l.rO, 




C.nife.1. R.i.nj 




Hronnrd f» f-„ J 




Admilicd on CerliEclle 
























Admitted with Adv. Sl.nd.ng 

















Form 51 — Lafayette College — Entrance conditions with conditions in 
course — 7x8 card 



PREPARATORY SUBJECTS 
18 LISTED 6 BLANK 


| 


i 


•* 


CONDITIONS IN COURSE 




DATE OF 


SUBJECT 


NO. 


EMM. 


Mk 


ENTRANCE CONDITIONS 




















SUBJECT 


REMOVED 


ML 


I 






























































Form 52 — University of Minnesota — 5x8 

STUDENT RECORD Year &, Semester „„ «*_ 

DEPARTMENT OF ARCHITECTURE Course ..,.,.,.^.. 


NAME 


a. 
< 

S 

as 
ui 

t- 

LO 

UI 

1x1 

to 


> 

5 
< 


> 

X 

t- 

D 
Q 
Z 


LJ 

u 
z 
< 

a 

z 

ui 
1- 
r- 
< 


Z 

o 
p 

< 

OS 

< 

a. 

LU 

OS 

a. 


Z 

o 

p 
z 
u 

H 
< 


>• 
t 
OS 

o 

UI 
H 
Z 


> 
or) 
UI 
H 
OS 

O 

u 


/REMARKS 










































"A" EXCELLENT 
"p" POOR 


O 
Ui 
Fc 


mmi 

ider 

tS 


s»io 
stoo 


1 of 
d to 
ster 


Ma 
Me 
Ma 


an i 
k"« 


will 

>«ti 
ise 


be 
ifac 
regu 


ory 

lar University system 



Studying How Instructors Grade 

The apparent definiteness and finality of the letters and nu- 
merals which make up students' academic records do not 
even suggest the difficulties involved in standardizing the 
grading by college faculties. [One faculty was using 183 
different standards in 1914] 

Some colleges follow the plan of preparing charts which depict 
graphically, without indicating names, the grading habits 
of the different instructors. Such charts have been found 
helpful in revealing and to some extent correcting varia- 
tions in practice. As a basis for these charts, instructors 
are asked to supply statements summarizing the grades 
given to students in each course (53, 54) 



Form 53 — Semester grades by instructors — University of Minnesota 

[On reverse side of sheet 8^x9;4 calling for each student's work, Careful 
instructions are given on half of reverse as to alphabetical arrangement, separate 
lists by sexes, dates for return, etc. No instruction as to meaning of grades 
A, B, C, relative count of class work, reading, examinations, etc] 

Lectures and Recitations 

Room Days Hours 

Bldg.andNo. MTWThF 8,9, 10, etc. 

Laboratory, Shop, etc. 

Room Days Hours 

Number of this section 

Total number of students registered in the course 

Distributed as follows: 



College Freshman Sophomore Junior Senior Special 



Total 



Grand Total 



Number graded A B C D E F I 

Number cancelled without grade 

Number cancelled with grade of F 

Approved by 

Head of Department 



Date on which this report is sent to the Registrar 19. . 



[63] 



64 Record Aids in College Management 

Form 54 — Grades given by instructors — Smith College 
[7^x8^2. both semesters] 

NAME DEPARTMENT 

COLLEGE YEAR 191 -J9J 

FIRST SEMESTER 



COURSE 



B 



D E Unf. Total 



Points in excess of credits are being required by several col- 
leges. That is one must have credits or pass marks to be 
allowed to stay. Pass marks alone, however, are not con- 
sidered satisfactory. A degree will be refused unless the 
greater part of the work is better than passed 

An article, "Thinking on the third rail" by David Lambuth 
of Dartmouth in The Independent, August 14, 1916, de- 
scribes a unique plan of grading adopted for an elective 
course in English composition at Dartmouth. After sub- 
stituting subject matter which concerns "the present 
world of men and things" for the old "familiar essays," 
"literary re-appreciations" and "word pictures," and after 
calling the productions "contributions" instead of 
"themes," the problem of grading was taken up. The 
article continues : 

. . . The college marking system as it stands is based on a 
fiction. Is there such a thing as a composition seventy-five 
percent good? Did ever an editor return a "not quite good 
enough" contribution with a check for three-quarters of the 
amount he would have paid for an acceptable article? 

The answer to that question gave us the clue. Contributions 
were accepted if the subject was of genuine and timely inter- 
est and the handling effective, and a man's grade was based 
on the number of acceptances. All other contributions were 
rejected as worthless; figuratively they went into the editorial 
waste basket 

We reserved the editor's right to return a manuscript for re- 
vision, when it showed promise; but gave absolutely no credit 
for any article unless accepted 

As proof of the pudding the writer states that the number 
of students electing the course increased in three semes- 
ters from twenty-two to over one hundred 



Student Budgets of Expenses and Resources 

The necessity which many students are under of earning all or 
part of their expenses while in college is furnishing an 
increasingly difficult problem for the colleges — the double 
problem of how to make the available scholarship funds 
and employment serve adequately a growing number of 
self-supporting students, and how to safeguard these stu- 
dents so that their ambitions will not undermine their 
health 

Many colleges now issue warnings to prospective students 
against leaning too heavily upon the possibility of earn- 
ing money while in college and general statements are 
made as to the amount necessary to see a student through 
the college year. Opinions on this question, however, 
are apt to be based on beliefs rather than facts 

The varying opinion expressed as to the desirability of com- 
bining wage earning with college work suggests the need 
for a comprehensive study of this question 

The view is frequently expressed that the self-supporting stu- 
dent is in no greater danger of injuring his health than the 
student with a too liberal income. On the other hand, 
almost every college has a story to tell of self-supporting 
students who have wrecked their health as a result of 
overstrain or insufficient nourishment 

For the purpose of encouraging students to come to the uni- 
versity who otherwise might think that they had not suffi- 
cient means the University of California has published 
figures showing the proportion of both men and women 
students who are wholly or partially self-supporting. The 
University wrote that no special study has been made 
of the effect of outside work upon health and scholarship, 
but that it is known to affect seriously the scholarship 
of some students although others are able to carry a full 
college program while devoting considerable time to self- 
support 

Dean Bailey has been quoted as saying that as a rule a stu- 
dent does better college work if he stays out while earn- 
ing money to pay his college expenses rather than try to 
combine college work with wage earning 

Columbia takes issue with Dean Bailey, contending that while 
his point may be well taken, the delay in completing the 
college course which this method necessitates is often 
likely to prove a greater handicap to a student than work- 
ing two to four hours a day while in college 

[65] 



66 Record Aids in College Management 

Many colleges feel that students earning their own way should 
take five or even six years to complete the usual four 
year course 

Obviously the problem is one which should be met for each 
student on the basis of three sets of ascertainable facts 

The cost of adequate living in the college community 

A safe ratio to be fixed for each student in the light of 
his physical condition and individual needs between 

Hours of college work 

Hours of outside work 

Hours of rest and recreation 

The student's available resources 

Personal 

From scholarship funds 

From assured employment 
Cost of living clearly calls for local study such as Smith and 
Yale have recently made of student expenses 

Smith's students helped make its study as follows : Accounts 
were turned in monthly on a special form (55) which con- 
sisted of a stub to be retained by the student showing a 
classified summary of her account for the month, and a 
detailed statement to be turned in to the persons making 
the study. At the beginning of the study each student 
was given a book containing a sheet for each month's ac- 
count all correspondingly numbered. Students were not 
asked to affix their names to accounts. Girls who held 
class or organization offices were given books of a differ- 
ent color, and the person in charge had a record of the 
numbers of the books given out to each house. By this 
plan it was possible while protecting the personal affairs 
of the individual from publicity to compare in general the 
expenditures of girls living in higher priced houses with 
those in lower priced, and of office holding and non-office 
holding girls 

The final study was based on 421 accounts. A much larger 
number would have been available had it not been that 
follow up work was not pushed vigorously during May 
and June. It was supposed that the habit of keeping ac- 
counts had become so thoroughly established that special 
urging was no longer needed. The result was that many 
students slumped and the number of accounts turned in 
fell about one-half. This experience is cited as a reminder 
to colleges which may undertake similar studies that 
eternal vigilance is the price of full returns 

Will the time come when every college will require every un- 
dergraduate student and every professional student to give 
evidence of complete, accurate, personal cost accounting 
and budget keeping? 



Student Budgets of Expenses and Resources 



67 



Form 55 — Student expenses - Smith 

September— October 



[Student's stub 
11 heads] 



TUITION and EXTRA 
FEES 



TOTAL 



[Total] 



cooperative study, S l / 2 -x.\0U 

Sept. — Oct Class No. 



Tuition 

and 

Extra Fees 



Board 
and 
Room 



Other expense headings to be filled out day by day and returned, and to be 
summarized on the stub retained by the student, were : 



Clothing 


Laundry 


Traveling 
Expenses 


HEALTH 


Extra Food 
Recreation 
Hospitality 






















Dues and 
Subscriptions 


Books 
Stamps and 
Stationery 


Church 
Charity 


Incidentals 


TOTALS 























The mental strain which comes from a sense of financial inse- 
curity is a vital factor not always reckoned with in consid- 
ering the matter of student self-support. Yale's Bureau 
of Appointments is making an effort to eliminate this un- 
certainty 

In assisting men to self-support the effort was made to plan out 
carefully with each student his financial necessities for the 
year, and by the second month of the first term the Bureau 
had provided, in the case of three-fourths of the men apply- 
ing, work and scholarship funds sufficient to make their 
assets for the year equal their total necessary expenses. 
(President Hadley's Report, 1914-15, p. 107) 

Columbia's secretary of appointments calls attention to the 
importance of close cooperation between that department 
and the scholarship committees : 

When the Secretary of Appointments is consulted when scholar- 
ships are to be granted, Columbia will be working out its 
scholarship awards on a system that has been found to be 
of immense value at Yale and other institutions 

It would seem advantageous also that the Secretary be con- 
ferred with from time to time regarding applicants for loans, 
so that many deserving cases might be more expeditiously 
and satisfactorily dispatched 

Why not also add the health officer to scholarship commit- 
tees? 



6<S Record Aids in College Management 

The Carnegie Institute of Technology wrote of its corps of 
field workers who visit all students not living at home for 
the purpose of keeping in touch with their needs and elim- 
inating ( onditions of serious want : 

Sensitiveness makes field work at times extremely difficult. An 

intelligent insight into the real conditions governing the life 
and needs oi a student can only he Kitten by gaining his con- 

fidence. This presupposes, besides personal qualities on the 
part of the held worker, a (lose association which can only 

he secured by frequent visits 
No forms are used and no report is filed for this kind of work, 

the SUCCeSS of whi<h depends largely upon the assurance felt 
hy the student that his confident es, as well as the material 
help which may ensue, will remain a secret between himself 
ami tin- field worker 

Would ;m increase in scholarship funds he more readily sc- 
< in <d if Him rete need were shown, based upon a compre- 
hensive study of facts? The Carnegie Foundation holds 
that where colleges have made ;i clear and open presenta- 
tion of financial facts, they are aide to obtain adequate 
Support with increasing ease 

Here is an opportunity for colleges to apply to the study of 
their own problems resources which many of them are 
lending liberally to the study of community problems, 
and an opportunity to ward off the criticism of a practical 
world which quite justly draws its own conclusions when 
it conic:, upon such pathetic spectacles as that presented 

hy two underfed college students whose thesis studies 

dealt with the sociological aspects of Salvation Army 
( In istnias dinners 

Harvard has a C1 llative record of financial aids. Such a 

record in conjunction with a record of repayments and 

other data would he helpful in settling questions which 
arc more and more coming to the front as to whether and 
on what principles scholarship funds and loans should he 

administered 





Si ml mi Budgets < 


/ Expenses am 


/ Resources 


69 




Form 56 Suggestive personal budget — Metropolitan Life Ins. Co. 

WHAT I RECEIVED AND WHAT I SPENT. 




YEAR 


i 


2 


J 


4 


1 
5 


6 


7 




We*>k of 














Total 




INCOME 

Earnings 
















Boarders and Lodgers 
















Other 


















Total Income 
















2 

■ 


EXPENSE 

Rent 
















Taxes, Interest, Repairs 
















Carfare 
















it 

x: _j 


Heat— Coal, Wood, etc. 
















Light— Electricity, Can. etc. 
















■ 


Meat, Fish 
















Milk, Eggs, Buttor, Cheese 
















Vegetables 
















Groceries, Flour, Ceroalfl, Ice 
















W-l 

£ 3 

a ■ ■ 


Insurance 
















Savings 
















Mortgage Payments 
















■a 

| 
<-> 


Husband's 
















Wife's 
















Children's 
















Laundry and Washing 
















IB 


Doctor, Medicine 
















Hospital and Dispensary 
















(UBNUUkt, 


Furniture and Furnishings 
















Presents. 
etc. 


Diiao / Churches, Lodges 
L,ues \ and Societies 
















Presents, Charities 
















K 

o 

«_ > 

a 


Books, Magazines, Papers 
















Tuition 
















Vacation 
















a? 

H 


Amusements 
















Spending Money 


















Other Expenses 


















Total Expenses 

















70 Record Aids in College Management 



Time Budgets for Students 

The Carnegie Institute of Technology requires that every 
student applying to the Bureau of Recommendations for 
work must be examined physically and a report made to 
the Bureau. Thereafter, if a student is placed in work 
taking more than three hours, his name and a report of 
the nature of the work must be sent to the Department 
of Student Health, which then requires the student to re- 
port at prescribed intervals. It is stated that "in several 
cases young men have been saved from injuring their 
health through a too enthusiastic zeal in self-support" 

On the card used by the bureau is space for a condensed 
statement of the physician's report 

Dr. Thos. A. Storey, Physical Director of the College of the 
City of New York, has just proposed (1916) to the faculty 
a resolution requiring each student to give up three hours 
a week to recreation. If self-support interferes with this, 
Dr. Storey hopes that students will be required to take a 
longer time for their college course because he believes 
that this amount of recreation is the minimum essential 
for healthy physical and mental development 

The amount of time required of students for the preparation 
of work in different courses was inquired into by the 
Massachusetts Agricultural College. The study was un- 
dertaken because of numerous complaints coming from 
students that the credit given for certain courses was not 
commensurate with the time required. The items (57) 
covering time outside of college work were included for 
their general interest only, but they are suggestive and if 
accurately reported ought to reveal some interesting facts 



Time Budgets for Students 71 

Form 57 — Massachusetts Agricultural College [Sheet 8% x 11] 

STATISTICS OF SOPHOMORE WORK 
FIRST SEMESTER, 1914-1915 



Furnished in January, 1915, by members of the class of 1917 



I hereby state that the following is a record, made as accurately as 
I can estimate it, of the number of hours actually spent each week for 
the purposes specified : 

1. In college studies: 

Laboratory or 
Preparation Class room field exercise Total 

Agronomy 

Physics 



Zoology 



English 



French or 



(G, 



Mil. Science 



Drill or Phys. Ed. 



Chemistry or 



Animal Husbandry 



Totals 



2. College meetings such as daily and Sunday chape), assembly, 

etc. . 

3. Physical exercise other than drill or physical education 

4. Student activities 

5. Social and other recreation 

6. Fraternity .... 

7. Sleep ..... 

8. Meals and other personal . . . 

9. Reading, not required by instructors 
10. Labor for earning money 

*Total .... 

Signed 

Date 

* The total number of hours to be accounted for is 168 



72 Record Aids in College Management 



Facts About Graduates 

Thus far information compiled about graduates has been 
mainly for use in class histories and for occasional studies 
of salaries and occupations possessing limited interest 
and value. Little has been done to collect and utilize 
systematically data which might be secured in regard to 
vocational opportunities or to sound alumni opinion upon 
the strength and weaknesses of college policies and prac- 
tices 

The women's colleges belonging to the Association of Collegi- 
ate Alumnae are now making a study on a form which 
in addition to facts regarding marriage, children, college 
attended by children, calls for facts noted in Form 58 

Salary curves of engineers according to years out of college 
are published by University of Maine. What in your rec- 
ollection led you to come [here] is asked by Lake Forest 

Yale questions for alumni directory include the following : 

8. Politics, public influence, public offices held with 

duties 

9. Philanthropic or public interests 

21. Father's education 

22. Mother's educational career or special interests 

35. Class reunions attended 

38. Wife's personal record . . . Any special in- 
terests or activities 

41. If you have written or compiled any book, con- 

tributed to any magazine or other publication 
or have had any speech published please give 
particulars concerning it, including title, name 
of publishers or publication and place and date 
of issue 

42. Please write here a narrative account of your life 

since graduation from Yale including 

travels, recreation, reading and special interests 
and include, please, mention of your plans and 
aims as well as of your accomplishments 



Facts About Graduates 



73 



V 

4-1 

.2 

'Si 
— 
"o 
O 

00 

in 



© 

u 

a 










U 










c 

L 
] 

J 
| 
j 


1 

6 








1 


c 

L 
C 

c 

1 
i 

C 
i 

i 


E 

2 








c 
: 
(. 

c 

i- 
c 

I 

(. 
c 

£ 
1 


> 
Z 










-1 










-o 

lU 

a 











































































































































>. 




































o 


















a. 


















CO 




































c 








































































o 


















Q. 




































a 


















-£ 














•fc* 




& 














C^ 




J; 














<3 ^~ 


















Q- c 


- 


> 














Si c- 
















~ 
















£ ° 


U. 
















S o 


-U 


2 














« c 


- 


co 














||" 


I 


-a 














a ® 


- 

CJ3 



















z 
z 
















s s 


z 
















— *• 


LU 
DC 


















3 



I 
















-J 


















< 


"o 
















5 
o 


3 
















_i 


Z 
















o 


















z 


















o 


















cc 




































o 


















z 


















CO 
















T3 


z 


















o 


o 














15 


- 
< 

a. 


s^ 














l 


D 


















u 


,- : w 














-* 


(J 


















o 


(JO 














5 


Q 


-* 














>• 




















< 


















a. 


?5 
1°" 

Oui 

LJ I - 














I 

Q. 




Q 












in 


T3 


































































LU 






















J 












1 


Q 


^) 












H Z 
















z o 




UJ 












Lo'E 
































LU to 




Q 












<* O 






SNO 


HIS 


3d S 


noiA 


aad 


Q. 


0. 





Q 


ce 






Z 


LU 






< 


i 






1- 


o 






Z 








111 


Of 






£ 


o 






1- 








z 


CO 








UJ 






o 


K 






0. 


_3 






0- 








< 


O 

a. 






LU 








O 


d 






UJ 


i- 






h- 


LU 






< 








a 


-J 
LU 






i 
>- 


> 
< 
IE 






5 


CO 






d 


z 






t- 


o 






LU 


CO 






CO 


o 






D 


0. 






or 








< 


-I 






o 


< 






CD 


o 






LU 


o 






1- 


0- 






Ld 








CJ 


00 






o 


z 
o 






z 










< 

N 






00 








z 


Z 






o 


< 






^ 


tE 






CO 


o 






o 








Q_ 


o 

LU 






o 








z 


K 








Z 






Q 


UJ 






3 
O 


o 

00 






z 










00 
UJ 






CO 


1— 






3 


LU 






o 


o 






C3 


o 






_l 


CO 






UJ 








C£ 


CO 
GO 






o" 








0- 


O ra 






o 


T3 






or 


?-o 






i- 
z 


0. M 






< 


I o 






_i 


co -z. 






X 
0. 


Lt S 
UJ 

co « 

2 s 






d 


UJ ra 






> 


2 a 














o 


J-o 






< 


h- LU 






tot 








LU CO 






o 

o 

CO 

1 


1— UJ 




10 


1 

bi^UJ 


DC 




u 

> 

V 


0=0 


U_< 




o5 

3:5 


Ou. 

o 

if) 




u 


z 


"'co 
2; ^: 






uiz 

UJ o 
HO 


1 


CO 

in 


UJ o: 
l-O 

-s 


CO 


E 


■z. 


cc 


cc 


Z> 


UJ 


< 


c 


_l 


I 


Z 





o 


J— 


LU 


> 


o 


cc 



74 Record Aids in College Management 

Wisconsin Alumni Association keeps its files up to date by 
sending out each year to graduates and non-graduates a 
card for corrections. The graduate file is classified ac- 
cording to occupation, geographical location, class and 
degree, as well as alphabetically. This classification is 
found helpful in the compilation of lists and in connection 
with the Alumni Association Employment Bureau 

Smith will send out in December, 1916, a questionnaire ask- 
ing graduates and non-graduates who have been engaged 
in work other than teaching, about the prospects for other 
women in such work, the qualifications needed, help re- 
ceived from courses taken at Smith, and new courses that 
would be helpful 

Too often the inquiries sent to former students are not specific 
enough to elicit useful comparative information. For 
example, when asked to "name positions of trust and 
honor" what should be included? Again when asked to 
state college course found most helpful in one's vocation 
should not the answerer be requested to distinguish be- 
tween different elements that make the course helpful, 
i.e. instructor's personality, instructor's method, content 
of course, team spirit of class, collateral reading, recita- 
tion, etc? 

The most comprehensive effort to secure from alumni analyti- 
cal judgment was by the University of Wisconsin Sur- 
vey and later by the official Board of Visitors of that 
university. Typical of survey questions are those repro- 
duced on the opposite page. Obviously the more ele- 
ments the question is broken into the easier it is for the 
alumni to answer specifically and discriminately 



Facts About Graduates 75 



Seeking Helpful Answers from Alumni 



Typical of questions by University of Wisconsin survey which the 

alumni executive committee asked all alumni to answer 

immediately and fully 



1. Please check whether in general you would prefer 

(a) text book course 

(b) lecture course 

(c) course in which informal discussion by instructor and 

class predominates 

2. In which lecture courses taken by you would you prefer not to 

have lecture courses again? 

3. What, if any, difference would you wish made in the amount 

and character of lecture work for 

(e) the junior and senior years? 

(f) the freshman and sophomore years? 

4. Note books on lecture courses 

(a) Were your note books reviewed and marked 

by instructors ? 

(b) Would you have review of them by instructors man- 

datory or optional ? 

(c) Would you have more or less em- 

phasis than in your day? 
(d) Have you found that your experience in taking class- 
room notes has helped you in your business or 

profession much little. none ? 

(e) Has your college experience in taking notes on read- 
ing helped you much little 

none ? 

5. Would you advise the University and taxpayers to provide 

rooms enough so that afternoon recitations would not be 

necessary for any undergraduates ? Yes no 

Juniors and seniors ? Yes no For 

freshmen and sophomores? Yes no 

6. Do you believe that the difference in benefits between after- 

noon and morning recitations is so slight that the Univer- 
sity should require class rooms to be used throughout the 

afternoon, rather than erect new buildings ? Yes 

no 

7. Out of class help from instructors 

(a) Did you have much help little 

none from instructors? Please cite con- 
crete instances 

(b) Also cite instances of instructors with whom you had 

no helpful contact out of class 



76 Record Aids in College Management 



Use of College Space 

The question of "wider use of the school plant" is one which 
no longer concerns only secondary and elementary 
schools. Two considerations have forced it upon the at- 
tention of colleges as well: 

1. The frequent difficulty of securing funds for new 
buildings 

2. The question whether teaching efficiency may be bet- 
ter promoted by multiplying buildings or by increas- 
ing the teaching staff to permit fuller use of buildings 

The issue was raised by the University of Minnesota in its 
report for 1913-14 : 

There is a direct connection between full use of buildings and 
the size of the instructional force . . . For example, 
large laboratories are very little used in the morning and 
often overcrowded in the afternoon. Just the reverse is true 
of recitation buildings. A larger teaching force would make 
it possible to use both types of building all day. This would 
reduce the demand for new buildings and would increase edu- 
cational efficiency 

The debate is on. Records of the use of space will play a part 
in the decision. And whether or not this controversy 
is vital to any particular college, records of the use of 
space are still needed for the convenience of its schedule 
committee 

Kansas State Agricultural College and Minnesota have forms 
(59, 60) for showing graphically the use of class rooms 
and laboratories 



Use of College Space 



77 



Form 59 — Use of classrooms — 8%xl 1 card 

KANSAS STATE AGRICULTURAL COLLEGE 



Used For- 



-Building- 



-Capacity- 
Year. 



HOUR 
OF DAY 


FALL TERM 


WINTER TERM SPRING TERM 


M 


TU 


W 


Th 


F 


S 




1 
















2 














! 1 A. M 
NO. HOURS UStD PER WflK< 

1 P. M 


3 














A 
















5 
















6 
















7 
















8 

















Form 60 — Use and non-use of building — University of Minnesota — 

[sheet 8x25] 






ROOM 


CH/l//t$ 


7 — ° — A **-? 


S °-° -6*~ s 








AT W f* 
T TH S 


AT H, F 

T TH S 














Af JV F 

T TH S 


m tv r 

T TH 5 














Af SV A? 
3 T TH S 


* T TH S 










1 







78 



Record Aids in College Management 



Vassar publishes a table which shows in fractions the effi- 
ciency of each class room each hour (61) 



Form 61 — Building efficiency — Vassar — Saturday not noted — [sheet 
7/^xl 7/^ — each of 25 rooms, each hour, each day] 





No. 1 
Capacity 48 


(Latin) 

No. 4 

Capacity 40 


No. 6 
Capacity 27 


, No. 6 
Capacity 26 


No. 7 
Capacity 32 


Monday 


1st hr. 
2d " 
3d " 
4th " 
5th " 
6th " 


Eng. 24 


Lat. 23 


Lat. 15 


Math. 25 


Lat. 23 




Eng. 22 


Lat. 23 


Lat. 22 


Math. 6 


Fr. 18 




Lat. 23 




Lat. 23 


Math. 27 


Ft. 23 




Lat. 24 


Lat. 6 


Lat. 23 


Math. 26 


Fr. 22 






Lat. 7 












Lat. 









To several other colleges the Institute for Public Service re- 
cently suggested the helpfulness of a graphic showing of 
(62) both non-use and partial non-use of space for use by 
room committees, administrative officers, surveyors and 
auto surveyors 

Taking Vassar's report for Room No. 1, all days, the first 
graph shows partial non-use by fractions in white squares 
and complete non-use by black squares. The second graph 
aproximates for rooms partially used the capacity not 
used, leaving the fractions to express the capacity-use 

Reasonable or expected use of rooms at Vassar means 34 
periods weekly 

The student hour capacity of Room No. 1 is 48 (capacity) x 34 
(scheduled hours of official week) = 1632 possible stu- 
dent hours 

The actual use for class purposes is confined to 18 of 34 hours 
or 53% of scheduled possible hours 

The actual capacity use or student hour use is 414 student 
hours or a trifle less than 25% of the possible student 
hours 



Will such facts affect the size and use of rooms in future 
buildings? 



Use of College Space 



79 



Form 62 — Two methods of showing non-use (black) and partial use 
(fraction) of room No. 1 as reported by Vassar in 
table above quoted — chart made on typewriter by 
Institute for Public Service 



Rocrs 1 



Building X | i Capacity 48 




Per'dl Monda 



1st hr?A 



2d ^ Z2A 



Building ft , Capacity 48 .. 



4th 



{5th 



6th 




3d* 123/4 






Written Agreements With Staff 

Good business, justice to aides, consideration for possible suc- 
cessors, and their own personal convenience will event- 
ually lead executives to keep a systematic record of all 
agreements entered into with staff members 

This record should include appointments, promotions, resig- 
nations, salary changes, and a statement of agreements, 
special arrangements, promises, etc 

President Butterfield of Mass. Agricultural College, has out- 
lined a method of notification which forms a good start- 
ing point for such a record : 

To my mind the ideal method of notification would be a written 
memorandum, reciting the business facts of the engagement, 
accompanied by a concise written statement of the work in- 
volved in the position. It might take the form of a resume 
of prior correspondence and interviews, and be accompanied 
by a typewritten or printed summary of any rules or prac- 
tices in vogue in the institution relative to tenure, vacation, 
leaves of absence, salary, dismissals, etc 

Smith has a series of forms for notifying persons of appoint- 
ment, reappointment, (63) changes of salary and promo- 
tions. Each of these forms is in sections numbered in 
triplicate. One is kept on file in the president's office as 
a permanent record, the second notifies the treasurer, 
and the third the appointee 

Two employment memoranda are used by the University of 
Minnesota, one for faculty or station staff (64), the other 
is similar for miscellaneous labor 

Those who have tried written records believe that they both 
save time for executives, clerks and staff and prevent 
misunderstandings. See Pratt's rules (65) 



[81] 



82 Record Aids in College Management 



Form 63 — Reappointment terms — Smith — 10^x6 — perforated into 3 
cards 



[President's record] 



Name 

Address . . 

Rank 

Department 
Reappointed 
Salary .... 

Term 

Beginning . 



[Treasurer's record] 

SMITH COLLEGE 

NORTHAMPTON, MASSACHUSETTS 

OFFICE OF THE PRESIDENT 



TO THE TREASURER:— 

This is to inform you that 

had been reappointed 

in the Department of 

for year at a salary of. 



19 



19 



President 



[Staff record] 
Confidential 



SMITH COLLEGE 

NORTHAMPTON, MASSACHUSETTS 

OFFICE OF THE PRESIDENT 



19 



At a meeting of the Board of Trustees of Smith College held 

19 , you were reappointed 

in the Department of 

for at a salary of $ per annum, 

beginning 19 

Secretary of the Board 



Written Agreements With Staff 83 

Form 64 — University of Minnesota 

Date 

Employment Memorandum for Faculty or Station Staff 

Division 

Name 

Address 

Time of appointment — From to 

Salary 

Pay roll item No. 

Fund name 

( College Title Rank 

Position ( School " " 

( Station 

Nature of work (Give full statement of subjects to be taught, num- 
ber of classes, projects to be worked on, etc) 

Reason for making appointment 

Education 

Experience 

Graduate work to be undertaken 

Explanation : 

(Attach copies of letters of recommendation) 

Chief or Chairman of Division 
Principal of School 

Approved : 

Dean and Director Date 

Approved : 

President Date 

Approved : 

Board of Regents Date 



84 Record Aids in College Management 



Form 65 — Sheet folded S l / 2 x 8% — Transmitted with signed letter 
from trustees — to be signed and returned. Second half contains 
form notice by trustees and form acceptance by faculty members 

PRATT INSTITUTE 

BROOKLYN, N. Y. 



GENERAL RULES FOR INSTRUCTORS 

I. RESPONSIBILITY: All instructors are expected to give their 
full time (unless otherwise arranged under paragraph V of these rules) 
and strength, energy, and interest to the work of the Institute. They 
are held responsible for the success and general standing of the definite 
work to which they are assigned, and are expected also to co-operate in 
every way with the other instructors in their school for the good of the 
work as a whole. 

They are to be available for any committee work to which they 
may be appointed, or for any work in connection with the social life or 
activities at the Institute. Such work is often considered of as much 
importance and value as the regular work in the classroom. 

They are expected to care for their health and to take such 
recreation as is necessary for its preservation. 

II. TIME AND NATURE 0<F SERVICE, (a) All instructors 
are engaged, unless otherwise specified, for the whole year, and may be 
called upon at any time during the vacations. They are expected to be 
present, prepared for work, at least one week before the classes open in 
the fall, and to continue as long after the close of each term or year as 
may be necessary properly to complete the work of that term or year 
and to prepare for the term or year follozving. 

(b) They are expected to teach not less than twenty hours a week 
of classroom work. In case less outside preparation is required from an 
instructor than- it is usual to expect for classroom instruction, he will be 
expected to teach a correspondingly greater number of hours. 

(c) No instructor giving full time to the Institute is permitted to 
engage in any other teaching, unless by special agreement of the Trustees. 

(d) All full-time instructors must hold themselves in readiness to 
teach in the evening classes of their school, in case such an assignment is 
made them. 

(c) The salaries of instructors will be paid in ten installments, one 
on the first of each month, from October to July inclusive. 

III. SUBSTITUTES: In case of absence for sickness or any un- 
avoidable cause, the Institute agrees to pay the instructor full salary for a 
period of one month, but with the understanding that the instructor shall, 
if required, provide a substitute who is satisfactory to the director of his 
school. In case of an absence of more than a month, the Institute may 
withhold all further salary of the instructor during the period of such 
absence. 

IV. RULES FOR ALL DEPARTMENTS.^ Additional rules may 
be made by any director for his own school with the approval of the 
Secretary of the Institute, which rules shall have the force of the fore- 
going. 

V. The Secretary of the Institute may arrange in writing with an 
instructor for less than full time service, and in such case, the Secretary 
may sanction less than twenty hours a week of classroom work and permit 
the instructor to engage in other teachings. 



"Teaching Load" of Faculty 

Quantity of instruction given, i. e. number of students reached, 
is called for by many colleges 

One of the most compact forms is from the University of 
Idaho (66) 

Minnesota's sheet (67) shows the quick evolution from sum- 
mary to classified detail. The reverse side's instructions 
are a word to the wise administrator who wants to make 
record filing easy and accurate 

President R. M. Hughes' recent reports for Miami give help- 
ful summaries by departments showing the average teach- 
ing load in which laboratory and classroom hours are re- 
duced to common equivalents i. e. student credit hours. 
How many lab hours = 1 class-room hour is not shown 

No form sent to us calls for time given to consultations with 
students at office, in classroom, at home — during office or 
study hours. Nor have any called for time given to fac- 
ulty preparation, reading student papers, faculty research, 
professional reading, informal faculty consultations or 
inter-school conferences bearing directly upon the work 
as instructor for which the faculty member is paid 

A separation of required from elective student hours was not 
provided for on any blank, either by separate column or 
by distinguishing mark 



Form 66, face — University of Idaho — 4x6 card 






Instructor 






Office Hours Mon. Tues. 


Wed. 




Thur. Fri. 


Sat. 




Building 






Residence Address street and number 






Residence Telephone Number 






If Rooming, Name of People Where You Room 






Member of What Church or Congregation 






Church Officer or Teacher 




(Over) 



Form 66, reverse 




























SUBJECT 


"J- 


co :r 


cT" 


s ~°- '£„ 


(«UL. !«) 


Check Class and laboratory Days 


.LOO. 


ROOM 




u 


' 


" 


T» 


' 


' 


NO. 
































































TOTAL 






AVERAGE OF ALL CLASSES ( OIVIOE 3 8V NO. OF \ 
OH SECTIONS V classes on SECTIONS / 



NO OF STUDENTS IN LARGEST LECTURE SECTION 






: IN SMALLEST LECTURE SECTION: 




NO. OF STUDENTS IN LARGEST RECITATION SECTION 










NO. OF STUDENTS IN LARGEST LABORATORY SECTION 




















(a) LABORATORY 




ffl 


-R.&glIAII°N Q. R LECTURE ONLY 





[85] 



86 



Record Aids in College Management 





o 
















10 
















«r> 
















o 
















o 
















•o 














o 
















«♦• 
















o 
















o 
















■* 














o 
















xn 
















<r> 
















o 
















o 
















«o 
















o 
















in 
















N 














CO 


O 
O 

01 














o 
















X 






























* 


o 






























to 
















u 

£ 


o 














> 
































a 
















t> 
















o 
















"1 














•o 
















i 
















•o 
















c 

a 


<t 














■M 

CO 
















o 
















>/> 
















M 
































o 
















o 
















M 
















** 














o 
















>/> 
















o 
































o 
















o 
















o 
















M 














o 
















\n 
















Ol 
















o 
















o 
















o> 














o 
















tr> 
















00 
















O 
















O 
















oo 




















a 








CO 

>■ 


15 


a 
o 




>3 


o 




< 


\o 


n 




'3 


o 
o 




Q 

CD 


C/3 


tn 


« 


pa 


« 














AVdNOpj 





z 

o 

p 

< 
o 

SI 

CO 

< 
o 

z 
< 

>- 

< 



an 
H 
% 

u 

Q 

o 

H 

Ik 
O 

2 


H 
•< 
O 

V) 

5 
u 


a. 

3 

>• 

m 


•U3 S 






•unf 






•qdog 






•qsajj 






o 
o 

B 
u 

(0 

M 
O 
M 
O 
H 

O 

u 

> 
a 


• P BJ0 






P3 






•aiaqo 






63U !W 






•uiJBqa 






•jasa 






•papi 






avitj 






S V 






•8U3 






SJjy 






NUMBER OF 

STUDENTS IN 

CLASS 


l B *°l 






uauiOjW 






usyt 






instructor's 

HOURS OF 
INDIVID. WORK 


zmQ 






sjnoQ 
•ayq«T 






•P31 

jo -o^S 






aejno3 ui 
sjnoH 1'P^D 






U0!}03g 






jaqnmjM 
ssjno^ 






COURSE 

or 

subject! 1 







Ui 2 



'Teaching Load" of Faculty 87 



bo t> -p 



•m « .i JJ J, £ C i .L h t* -a 



•2 «S § -2 £ 2 "3 3 3 « * S ° •- « « 3 

■5 g rt .2-3 ^ o p 2 » ^ o ^ o " S. « "° 

» * 2 £ & £ * _ o 3 p pj 2 "3 2 2ft 2 2 

o £ ° .5 ,rt ■- £ - -p_po8g,L, Cipj^^^g 

W ** ^opq p « ° s -3"mJ2 o:s o^«^'3 

1h <u << rt w ^ 2 08 n S« p o -P e8 o3 g 

8 ~ -2 -5 -0 S o - a 53 S S > g .2 o > 

5 -art SS fn S « S ■w«, +a £rrt20'SS = 

** * - .S 2 "S « 2 oa" T^"35sSt 
3 «s*o-§5S« (U Sg«S;.^ 5 'tlS2-S 



5 M £ -^^ „H«-S'S :S 2 pJ o 81 |-3Sg5 i S'g^- 

- P 3 0? >> pH ^ S J O fl ,„ S " P S « Oh bO* h 

■g *» hn ..« ^ £ o » a t .a „*5- 1 >,£* &a »5 3 

« p &p +oS^ pftg5lS~£?3«io*H'3e8>2«>o 

5? 2 2 SS" ™ a -2 o s - o8 2 ,2 * «« p ,c -5 •£ p 2 w 

2 Pi t« "3 2h>-2 J3 . w o « 

O h g. p, og5 s 5 ,g g 

r © -a ^c^o p^«Sh w 

^ <U A * +a ,0 ••> g ._, to >p 

^i to oH Pirt^! Spowo 



<3 o ^ «> b.0 .„^ 



!= S V *> 



Q_ r- ^ •-• ^ S'S p p 



■sin o "5 S 



X « Sj 2 2 -2 B § 8 ? -2 ^.§ .2 .2 



P+j lJ" p h P" -J a -^ 






be p d) 

•2 rt P§2 o& -< o- -3 p, o o 



s ^1 §£ 



^^ 



P OT S^pw Rq! 3 ^ S- 



B'S"»< "8 c8_lrt 



. -i c8 p OJ 



> 4J 4) ofl ^ {? .2opbc2^J« 08 *h 

g O oS 5Ss • ^ D t« H rs rt ,P p +» « 

: a-ss<2|n„|ip i3 : § in 

"a Dni? H .^010Sp ) pP-(D?5t> +J? 3 _» • *> te —i 

•a IgS'Slp.sSjI.js.S IJo^s 8 i s-N 
■s il-s b.s^^'IS^sS §-p1 w -s & liSal 

g ts B9i|g3 S giH.3 a » g»lls^S ^o SIS . 

^ O _ M "S C3 « 03 ^j+ J _2D3-'-' ,i::+J « T:, 1^ -.P to 

• * , d"Sg i, aj ** t>,B 3a ii, :;:ii5lfi- 5 5«^« a 

£ 5 £.2 3 eg 1.2 I^S..2^C«« g 



co 



88 Record Aids in College Management 



Extra-Teaching Time Distribution 

As "student hours" almost always understate hours in instruc- 
tional relation to students, so with few exceptions, hours 
given directly to instruction understate hours given to 
college work 

Extra-teaching activities of faculty members not infrequently 
determine promotion and materially affect sometimes 
spuriously instructor reputation and success 

Few colleges can afford to select instructors with sole refer- 
ence to instructional ability. Successful teaching requires 
team spirit and team work. A faculty of star performers 
unwilling to confer and work on committees and promote 
the social life of the college community is everywhere 
considered as yet an unworkable combination 

Largely because time records have thus far been talked about 
as devices for regulating research, as proving an alleged 
too-few-hour-working-week, faculties are up in arms the 
minute time distribution records are suggested 

A few sprigs of effort to record extra teaching costs in time 
come to us 

A professional history card used by the University of Minne- 
sota cumulates the teaching and field experience of faculty 
It (68) would be easier to use if the points were re- 
arranged to allow more space for the expansion of certain 
sections, such as honors, research, administration 

It is suggested that items which are not subject to change be 
grouped at the top of the card and that the remaining 
space be divided to allow for a clear, consecutive record 
of items which may change from year to year 

President Burton of Smith has two card indexes which are 
useful in making up committees and for reference pur- 
poses. One index contains a card for each committee on 
which the membership of the committees for each year is 
shown ; the second contains a card for each instructor 
showing the names of committees on which he served 
each year. For these indexes plain stock cards, 5x8 
inches are used, and are ruled off in columns of convenient 
width 

The Massachusetts Agricultural College requires reports (69) 
of absence, with reason and the name of the substitute ; 
an attendance report is also required of the clerical staff. 
Jamestown College requires a monthly report (70) of 
absence and tardiness and of committee work combined 
with report of teaching load and student tardiness and 
absence. Kansas State Agricultural College compiles a 
summary (71) of the different kinds of clerical work done 
by each department 



Extra-Teaching Time Distribution 89 

Form 68 — Individual instructor record — University of Minnesota 
[Card 8^2 x H> two sides — here set solid for one page] 

Name (in full) Address 

Place of Birth Date 

Preparation for College 

Undergraduate Work Degree Date 

Graduate Work Degrees Dates 

Academic Record at Other Institutions 

Experience and Special Training other than teaching 

Date of appointment and original rank at Minnesota 

Promotions in rank with dates 

Original Salary Increases with dates 

Administrative position Extra Allowance 

No. of hours per week (1911-12) (Lecture Lab Office ) 

Special arrangements for absence 

Record of Sabbatical years 

Promises, assurances of promotion or salary increases 

Honors: Membership and Offices in professional and learned societies, etc 

Research: Most important contributions 

Scientific Books 

Chief Work in Progress (1911-12) 

(Over) 

Administration : 

Committees (1911-12) 

Chairmanships 

Official Positions 

Reputation for thoroughness and efficiency ., 

Extension Work 

Extra — University Activities : Lectures 

Civic Service 

Teaching: Special Aptitudes 

Kind of students attracted 

High or Low Marker 

Reputation for teaching: Among students 

With faculty 

General Remarks: 



90 



Record Aids in College Management 






(0 

o 



U «* 



^ 5 



UJ 



o 



-a 

w 

hN 

00 

W 

Ci 
CO 



a 

& 2 



* 



c 



3 a 



I 

o 



Pi 



•g 

•c 
8. 

(2 



Extra-Teaching Time Distribution 



91 



Form 70 — Monthly time report, Jamestown College — 7^x9^ sheet 
both sides, holes for filing 

























MONTH ENDING 


M 


o 
Pi 

<d 
M 












Reasons for Teacher's Ab- 
sences and Tardiness 




NAME 


» 
u 


■!-> 
OS 
hi 








in 

o 
B 

o 


M 

cyi 
4) 

a 

'•5 




w 


CLASSES 


o 

U 


o 

"3 


id 

CD 
Tl 


■o 

Pi 

o 


a) 
o 
c 
m 
w 


< 

01 

0) 


OS 

H 

w 

CD 




o 




P4 


n 


< 


P 


«l 


O 


O 


Remarks 


<o 




o 


6 


o 


o 


o 








P-: 




fe 


£ 


fc 


fc 


£ 


H 


H 





Chapel 



Special 


Names and classes of students added 


Names and classes of students dropped 


Eeasons 


Names and classes of students often absent 


Reasons 



[Over] 



Form 70, reverse 

Names of students habitually tardy 
Reasons 



Names of students failing in studies 



Reasons 



Summary of teacher's committee work 



Remarks, recommendations and requests 



I certify that the above report is correct 



Teacher 



92 



Record Aids in College Management 



Form 71 — Clerical time record — 8^x11 sheet 

KANSAS STATE AGRICULTURAL COLLEGE 



Division of Department of. 

Clerical Duties of 



KIND OF CLERICAL WORK 

Taking dictation and transcribing notes 

Typing manuscript 

Mimeograph and other duplicator work 

Student records and reports 

Filing letters, reports, index cards, etc 

Department accounts, requisitions, vouchers, and inven- 
tories 

Care of time checks, job cards, and payrolls 

Care and sale of laboratory or other supplies 

Preparing orders and lists for quotations 

Checking bills and goods 

Reading quiz papers 

Records of experiment and research 

Making computations, tabulating results, etc 

Indexing records 

Telephone and messenger work 



Average 
No. hours 
per week 



CLASSIFY AND ESTIMATE OTHER CLERICAL WORK 

BELOW 

Estimated number of individual letters written per annum .... 
Estimated number of circular letters written per annum 



Extra-Teaching Time Distribution 93 

Adequate accounting systems will call for daily recording of 
job time to show job cost so that time distribution will be 
taken from accounting summaries furnished by book- 
keepers rather than by clerical workers 

Faculty desire for equitable distribution of teaching and extra 
teaching loads will lead to records — made compulsory 
by faculty opinion, not by administrative order — like 
that (72) suggested in Self Surveys by Teacher Training 
Schools (Allen and Pearse) 

A similar record — (estimates) — was obtained by Wisconsin 
Normal and University surveys 

Not estimates or approximations, but accurate statements for 
admittedly typical periods will be demanded, plus pro- 
vision for showing additional seasonal demands as during 
registration or examination weeks 

Toledo University's faculty fills out daily a time sheet which 
classifies the time under five general headings 

From President A. M. Stowe's oral description we submit a 
form showing how the results of the distribution are finally 
summarized not in number of hours but in percentage of 
total hours. The instructor actually fills in the number of 
hours each day for two weeks and then sends it to the 
president. The number of hours is treated confidentially. 
The percentage distribution is an official record that is used 
by administrative officers and faculty when considering dis- 
tribution of university energy. The form was not sent to us 

Kind of Work Percentage of 

Total Time 

1. Instruction 

2. Research for Instruction 

3. Administration 

4. Extension 

5. Public, i.e., Municipal Service 

a — Research 

b — Administration 



94 Record Aids in College Management 



Form 72 — Faculty time distribution — suggested record from Self-Sur- 
veys by Teacher Training Schools — Allen and Pearse 

Time Required by and given to College Duties 
by Faculty Members 



SUN. MON. TUES. WED. THURS. FBI. SAT. TOTAL 

Hrs Vi% Hrs Vi% Hrs l A's Hrs W% Mrs l A's Hrs W% Hrs Wt Hrs %'s 



1. Classroom teaching 
a-By lecture 

b-By text book 
c-By quiz on reading 
or lecture 

2. Laboratory teaching 

3. Field work teaching 

4. Supervision of teach- 

ing 
a-By faculty members 
b-By students 

5. Conference with fac- 

ulty 

a-Within own de- 
partment 

b-With other depts 

6. Study room 

7. Individual conference 

with students 
a-At regular office 

hour 
b-At home or after 

class 

8. Reviewing students' 

papers 

9. Preparing for class 

work 

10. Total on instruction 

11. Clerical work 

12. Playground or ath- 

letics 

13. House duty, chaper- 

onage 

14. Faculty meetings 

15. Administration 

16. Regular committees 

17. Church or chapel 

18. Special assignments 

19. Total non-instruc- 

tional duties 

20. Professional reading 

21. Graduate work 

22. Literary work 

23. Community work 

24. Private tutoring 

25. Recreation 

26. Other free time 

27. Total personal 

28. Grand Total 



Budget Making for Higher Education 

The practice of budgeting resources and expenses is steadily 
gaining favor in colleges. Institutions which have 
adopted it report that it is a time saver, that it increases 
departmental efficiency and makes for better feeling be- 
tween the executives and members of the staff 

President Burton says of the budget plan introduced at Smith, 
that "it works"; that before he adopted it a large propor- 
tion of his time was taken up in approving allowances for 
petty items such as spoons and books and beakers ; that 
now when the entire necessities for the year are incorpor- 
ated in the annual budget and approved once for all, addi- 
tional requests during the year are rare ; that one of the 
best results is the faculty response ; that when their 
wishes are consulted faculty members take a keener in- 
terest in working out their plans carefully with the result 
that the departments are administered in a more busi- 
nesslike and satisfactory way 

For universities with a large amount of business in different 
colleges and activities the budget methods employed by 
Idaho, Illinois, Kansas, Minnesota and Wisconsin, in- 
cluding the latter's printed, detailed explanations will be 
helpful and may be obtained by application to these insti- 
tutions 

The Smith plan can easily be adopted by any college. Six 
sheets, & l / 2 x 11, stapled, are sent to each department, 
asking only for changes recommended (73-78) 

Ample space is provided for explanations although supporting 
facts are not specifically called for 

Administrative offices (having distinctive color) fill out for 
staff (79) equipment (80) and office expenses (81) 

The librarian states on a special sheet (82) what she considers 
a proper allowance for books and magazines for each de- 
partment, usually after consultation with department 
heads 



[95] 



96 Record Aids in College Management 



Forms 73-78 — Budget estimate blanks — departments — Smith 

Separate sheets 8%xll for each item— to be filled out in quadruplicate 

PRESENT STAFF 

Upon this page should be recorded any recommendations con- 
cerning either the salary or the academic ranking of any mem- 
bers of the present staff 



ADDITIONAL TEACHER 

The need, if any, for an additional teacher should be indi- 
cated here by outlining any proposed plans for new courses and 
by stating in tabular form the number of students in the various 
courses (or sections) and the number of hours per week taught 
by each member of the present staff. The academic ranking of 
the new teacher should be suggested 



LECTURES 

If possible, indicate the name and address of the lecturer, the 
number of lectures desired, and the honorarium proposed 



EQUIPMENT 

Distinguish clearly between equipment and departmental 
expenses. Equipment includes furniture, maps, charts, slides, 
apparatus and illustrative material of all kinds except books and 
magazines. Any desired alterations of buildings should be out- 
lined here 



BOOKS AND MAGAZINES 

Indicate the amount recommended for the purchase of books 
and magazines. The appropriation is expended through the 
Library 



DEPARTMENTAL EXPENSES 

Upon this page should be indicated ALL proposed expendi- 
tures not included in other recommendations 



Budget Making for Higher Education 



97 



Forms 79, 80, 81 — Office budget estimates — Smith — 8 x 11 

STAFF 

Recommendations concerning the salary of the members of 
the staff should be recorded upon this page. If there is need 
of additional service it should be indicated here 



EQUIPMENT 

Distinguish clearly between equipment and office expenses. 
Equipment includes furniture, typewriters, office furnishings, etc 
Any desired alterations of rooms or buildings should be suggested 
here 



OFFICE EXPENSES 

Upon this page should be indicated ail proposed expenditures 
not included in other recommendations. Office expenses include 
telephone, telegraph, stationery, postage and all supplies. They 
do not include the official publications of the college which are 
charged to "General Expenses " 



Form 82 — Librarian's estimate for departments — Smith — 8^x6^ 

BOOKS AND MAGAZINES 

The Librarian is asked to indicate in the second column the 
amount needed, in her judgment, by the Library and by the 
several departments for the purchase of books and magazines 


DEPARTMENT 


Present 
Budget 


Recommended 
by Librarian 


Requested by 
Department 


Budget 
Recommendation 


Voted by 
Trustees 


LIBRARY 
1. Art 
7. Education 
14. Hygiene and Physical 

Education 
18. Music 

21. Spanish 

22. Spoken English 













98 Record Aids in College Management 

The filled out blanks are returned to the president by each 
department, stapled together, with a certificate showing 
clearly for what office, by whose responsibility it comes 
(83) 

After reviewing these estimates, the president fills out for 
consideration by trustees, a summary sheet for each de- 
partment (84) and a detailed salary sheet (85) giving 
present and proposed salaries for each instructor with 
totals 



Form 83 — Signed departmental certificate — Smith — 8 


X 11 




BUDGET 






RECOMMENDATIONS FOR THE YEAR JULY 1ST, 


191 


—191 


BY 






THE DEPARTMENT OF 






Filled out by 




of the 
jruary 


depart- 



(It is necessary that the recommendations 
ment be filed with the President not later than Fe 



Budget Making for Higher Education 



99 



If 



If 

B g 



06 
< 

S 

s 

to 



6. 



fc/i 

3 

ca 
4 

00 





CO 










pfl 










« 








<* 


c0 










CO 








+3 

CD 

■♦3 




CO 

(3 






CO 

£3 




o 






N 


SO 

CP 


-4-3 






cO 

bfi 


U 


T3 






c0 


Ot 


t? 






^ 


<M 


c3 








o 

00 

.0) 


O 


GO 
CP 

(-< 




c 
CO 

a 
p. 


a 

c0 

CO 


e3 


ei 


-*9 


s 


,M 






T» 




c0 


e0 


CO 


o 1 




CQ 


CQ 


tJ 


H 


CQ 



H 
O 
H 



100 



Record Aids in College Management 



5 « 



u 
-o 

3 



co 

I 
w 

00 



w 

I— I 

ft* 

< 

to 



fill 




t3 <u 




tral 
pen 


^° t> 




c o 


£ 2 




<u 


&, 




u co 


. ^ 




43 


CO +J 




-t-> 


V — 




CO 


w cO 




- T3 


co i- 




^ ^ 


1-1 




CO qj 

00 JH 


o 






4> - 




O -m 


or d 

ives; 




+- 1 c 
<u 

CO -M 

t> cO 






C" ci_. 






13 ° 


• ii 




*> 3 


!_, 




CD 43 


«u 5 




CJ CO 


■5^ 




£ 


co 




O t 


CD £ 




fcuo 


lane 

coi 




t3 C 




cO 3 


0J3 en 




CO 






co S3 






CD 


c *2 




t-i CO 

cO 


'$ £ 




Ch.2 

CD -r-l 


o 




1=) 43 


J2 en 
to <u 




** 


l-i -t-> 




42 


O co 




bjO 


«4H ^ 




r- 1 53 


Ih 










44 

"O cO 


00 J^h 
T3 13 






c -^ 




CD 


CO 




5^ ojo 


r* £> 




■° "O 
O 42 


00 JD 

~ cO 

<M Oh 




00 cO 




CO l+_, 


^ o 




CD 


CO 




bjo 


•a 2 

CU 2 




cO O 


*s 




43 -° 






CD CO 


*> -a 




'- , 


o IS 
ex C 




_£ CD 

•5 43 


« £ 




^ 


CO 

bp ex 


CO 

CD 


"72 co 
£3 CD 
O CD 

1- .2 


'to cO 




O ^ CO 


4-> 
U d 
O t3 


CO 
l-i 
CU 


u 2 


8 * 


£ 


bjO cd '43 

£3 CD co 




CO 

C 


3 £ § 


CO 


co o cr 

CD 


o 

2 




1— 1 



Budget Making for Higher Education 101 

Kansas State Agricultural College uses similar budget sheets 
for salaries 

For equipment and current expenses, improvements and 
repairs, dean's recommendations, a separate column is 
provided (86) 

Supporting reasons or arguments — briefs — are required (87) 

The board of administration's final vote with remarks is 
permanently recorded on an accounting record giving the 
department's request and recommendations by dean and 
president 

Where department chairmen are agents of the department 
rather than of the president, dean or trustees (as at Wis- 
consin) the certificates should show that the department 
has made the estimates. Why should not departments 
as a whole be consulted everywhere? 

The "project plan" (88) in use at Massachusetts Agricultural 
College is the budget idea worked out in detail for all 
undertakings that require the president's approval 
whether or not they involve additional expense 

To make approved project plans effective for what is called 
administrative and accounting "control" final costs must 
be compared with — and kept within — estimated costs. 
President Butterfield plans such follow-up comparative 
controlling records for M. A. C. projects 

All budget authorization should be the constant base of com- 
parison with current expenses, so that administrators can 
see at a glance whether the budget is being lived within 
or exceeded 



102 



Record Aids in College Management 













S 




































M 
























I 


a 






















►■ 


W L 






















■ 


9 z 






















(L 


£ w 
















to 






■ 
Q 


gfi3> 
















9 








Ul 
















w 






< 
M 

z 


K 


























I 








O 

Ul 
























1** 








IQ , 


1 














H 








Is 




«* 












2 








Ul 

as 




6 












G 












c 
41 


1 








5 J 

uOj 

fc9£ < 
"2< 

©"''Ul 
HI Q 




g 








i 


3 
O 

o 




H-l 


N 


-*- 








a: 




s 




O 




O 

M 


c 
a 


li 












• 








— w 

> 




- --U" 

O 


hN 


c 












u 




'(A 

•i-4 




00 

1 

M 








i >; 


DS 

2 « 


i 


' 10 

tt 








C 








3 0J 


> 




o 




^ 













O 4) 






> 




c 




"*> 








n >> 






o 




S 




tt 


« 












.0 

RS 




4> 




s 

4) 


s 










4) 




^^ 




E 
E 



u 


o 

fa 






•S 4) 

4-J „ 






o 








V 








01 4) 






C 








u 




( 


/J 


V A 
















J 


j 


., +> 






o 








to 




1 
< 
i 


J 


B o 






'■13 

a 
o 


H 






tt 




1 w i 


1> 






•0 


0\ 






TJ 




2 f 


< 


o S 

r3 <D 






(0 


H 






N 

"3 
B 

*5 




r 1 

r 


r 

> 


1 < 
8 ] 

< «. 

a < c 

* h z 1 
< -J < 


-t 


3 

-t 

TS 

Q 

3 


4) >1 

is a 

II 


z 
o 

P 

a. 

a: 
O 
(0 
Ul 

a 




4) 

■•-» 

•d 
C 

4) 
O 








V 


C 


) y z 




<0 )H 






o 








*> 




» v 


-> 

3 


2* <M 






0) 








bo 
-0 

s 







3 


5 w 
53 w 






5> 
4) 


•o 






03 


2 < 2 


i> 


u c 






>4 


4> 






1 


4- 

c 




M 


a a 






0) 


^ 

rt 






to 

00 


1 


* (0 

\ ,"5 


i> 

G 


>-l 






M 


Q 






E 






J in ^ 


►j 


. 4* 

















» 5 

v [ 







>-> 



























Budget Making for Higher Education 



103 



I-H ™ 



60 

3 
J3 



<J> 



Oi 






id 4^ 



CO 

to 

3 
IT 



c 

4) 

a 

(6 

a 
a> 

Q 



5 
0Q 






2 

P 
H 

P 
o 

3 

o 
< 

w 

H 
< 
H 
c/) 

bo co 
« < 

a eg 



cu 






21 



u 

<+-• CO 

8 J 
e-S 

CO 






CO £ 

3 8 



^3 CO 
I £ 

<U cu 



to 1 a 

cu CO 



CU 
>» 

bJO 



o .„ 

a co 

co cu 



104 



Record Aids in College Management 



Ed 

O 

UJ 

J 
J 
O 

u 

D 
H 

D 

U 

»—* 

o 

4) 

-S en 

- h 

* U 
en 
D 

ac 
u 
< 

en 

a <; 

•s s 

- bo 
_£ 

'S 

a 

10 



CO 



00 



W 

o 

HI 
CO 

O 

hi 

CO 

sz; 

w 

H 

Xi 

w 



CO 

H 

CO 

rt 

o 
o 

H 

o 
H 

CO 



O 

W 

Hi 
HI 



Hl.t! 

O S 
O aJ 

W-3 
S* 

g S 

H^5 

R <u 
W o 

9 S 

co 
I 13 

o i=> 

HI 

H 

<1 

H 

CO 

H 
125 
W 

HI 

w 

Xi 

w 

w 

w 

Hi 
Hi 

o 
o 



03 

fi 

u 

co 

a 

o 

'P co 

-S o 
Ph Ph 



a a 



« rl'S 

^ I"! 

_, co ^"h"" t< S ^ « 

S-g 1 ° ° s *£% 

.2 6 ft 11 ^ S as 3 52 

I :::::::: 

co • • 

o 

Pi ' 

*H * 

PS ' 

P. • * 

b3 ' 

>-i • 

CO • * 

p • • 

a> . • 

ao . 

«*-i 

o 

<u '.'.'.'. 

P ' . 

I-H 

P 

o 

«4H ! * 

CD 

°S* '.'.'. 

M 

I :::::::: 

co 

co • 

••— s 

O -g. 

° to 

<H O 

O O . 

S « S « 2 

■s* g, a S a », 

;-, CD p co .00 p, 

P4 Q CO H CO < 



rr-l ^ 
•P-l -*J 
CO --H 

2 a 
H< a 

O 
CD o 

_ » 

73 S 

> P 

2 » 

o> a 



O CO 
> P 

P © 



-P > 
• 1-1 r^ 

Pi 
CO co 



«fl 



^0 ii 



1— 1 



03 

P 
• r-* 
OS) 






c3 

a 






0> 



t3 a> o 



O co 



sa 



> <u 

CO r^ 



Cti E3 "r 1 O co 

H< r? >~- >i v 

f-i 
rP CD 



— . > 
1— I 
P CD 



> 

o 

f-l ^-1 

c3 Ph 



^ r=1 



^.S » 
'p ^p ^ 

■Sou) 

•3 to 5h 

■^ 1— 1 <L) 

CD * rQ 

-°^ s 

2^ g 

r-j CO H 
P OT a-, 

op- 
ftg^ 



e3 

fH O 

cp H 



,£3 <l> 
T3 00 

p -5 

p* 2 

rt co 

'p •" 
^ 'p - 



o P 



<L> 



■a 

eg 



Ph Rh 



■s-* a 

o 

CD o co 

CO ••-» 

CO •> O 

42 rs ft 

CO ia Cj 

w « 

■ V 



^j -u o co a> 

."♦r CI n-\ ** n^ 



o 

CO £j 

co Pi 

4S co 

CO ,£i 

H 

o 



o T* «» 
^H p co 

ft" *< 

CO Cp 

•i-h cR co 

H co 53 

^5 

•FH 



Budget Making for Higher Education 



105 



03 


p 1 


rrt <" 


CJ3 


V o 


P 


N *H 


•iH 


•r-( Q, 


o 


S3 <i> 


I— H 


.-srS 


l-H 

o 






rt «»-< 




as o 


,£3 


<u cS 




13 cd 




[-J r^ 


H-3 


1— 1 -iH 




CJ . 


CO 


•l-H » 


fti 


HO 


rrt i— i 

l-H W 


CO 


O^ 


P 
OS 


r*-< CU 


o> 


to ►> 


-*-> 






o O 
H-3 ■** 


P 


cp 

T5 


.a >> 

ft* 2! 


> 


? CO 

P* o 




Ph <u 


P 
o 


03 a 




rp 

co 




=5 


Ph OS 





-=S P 

p 

V £ 03 

5? £ 

JJ «H 03 



O q 



3 £ u 

tl CC l-H 



< 



§ rt 

= 03 
'■£ to 

93 i— I 

»'S 
p ts 

•rH 
> S 

§ 2 

£ p 

«J 03 



s § 



1° 
Sj -t-s 

s « 

ft. <U 



P 



o g o 



CO 



eg co 



P< 

(D pi pi 

SO O 
o o 

to 



T3 



rjj to 

to ftH 

O *» 
P< 



O CIS 
eg *»() 

t? ° 
PI 



Pi >>«">• 

co pQ co 

-O <" 

P -cJ S 

+J CO t0 

CO 5 1H 

« ft 

*1| 

ft I 

TJ 0) 

<V 0) S-. 

£-Q P< 

^ O >> 



« =g 



K h « 



p a o cj 



° M ft rt fl 






3 -S +3 .5 
aj ■» rl ^ 

pi 53 * <u (pi 
o «> !- 'u 'S 

« O ,Q CO 

tt-i -^ P< 

,2 PI "- 1 P* b» 



1J to 

pi 



co g 



f» Pi 

2 -^ +j 

fl cti c« 



g -rH 

P,r-< 

•2 cS 

?? o 



co t3 



^" co 

o 



CO 
CD 

P* 


Pi 


<y 


PI 




o 


bo 








t5 


Ul 


© 


Pi 



o 



Pi 
CO +^ 

■g g 

p, 1) 

••T! P< on 
.2 ° Pi 
+-■ o o 

cS pi 

■ft +3 



o co S 



^ 4J.S 



S °5 



"3 OT S -^ ft 

P 1 p! PI "S rO 

S I " rt "g 2 

KPN Ph Ps 



PS 
cr 1 

cto 

o 



Pi 






Pi 


^z, 


03 


^3 




o 










■*J 


<U 






pi 




-4-s 






•1J 




fl 


o 




-»J 


t3 
i— i 


CPl 


in 




PI CO 


PJ 


CD 


Pi 

CO 






o 


n=i 




fQ 


A 


>» 


g 
S-i 

a 


CO 

•a 


.2 tn 
* O 


to 
«3 


5h 


e3 


P, 


U 


OS 


g 


b <« 




<M 






^3 eg 


i. 






t>> 


2 "to 


S3 


> 


CO 

^3 


-a 

re 


g 




be 


+-> 


'M 


Pl to 
o o 



^4 

03 



-4-a 

o 



P3 



OS 



v 10 

o-2 



sl 2 

CO P e« 



«0 cS 

~ ft ^ 

S ° o 

2 «-S 
*. tp o 



* Cg 



P 

•» .2 



V 






2 rt ^ 

tut 2. -H 

■" fi CJ 

to ft 

O CO CO ^_, 

P<^ rt g 

S*P o ^ 

Ph Wo m 



i-J ci eo ^ io co t-» exj os d '?; 



ft 

El 



^i ujCDt* 5jrHc*eo"*>oco eu 



<5 



106 Record Aids in College Management 



Supervision of Student Organizations 

Colleges are beginning to maintain supervision over student 
activities to the extent of seeing that social proprieties 
are observed and that student organizations do not fall 
into disrepute due to careless or dishonest financial man- 
agement or careless social management 

Supervision of student activities is a logical complement to en- 
couragement of them as shown by requiring students 
registering to state the extra curricula activities in which 
they prefer to engage, e. g., Oberlin and Carnegie Insti- 
tute ; by urging students to join student organizations; 
by putting a premium on leadership in student activities; 
by offering sites on college property for student houses, 
e. g., Northwestern ; by building unions and club houses 
with meeting rooms for student agencies; by standing 
committees of the faculty, special investigations, etc 

Social functions must be registered in advance. University 
of Minnesota requires dates, hours, nature and purpose 
of function, chaperones, etc (89) 



Form 89 — University of Minnesota — 8^x11 sheet 

Registration of Social Functions 

by the 
Student Organization Committee 

Organization 

Date and hour of function 

Building and room 

Nature and purpose of function 

Admission 

Chaperones 

Members of the social committee 

Signature of the applicant 

Action of the Stud. Org. Com. 



Supervision of Student Organisations 107 

A point system worked out at Cornell by the Women's Stu- 
dent Government Association is described in detail in the 
Cornell Women's Review, May, 1916. It aims to curb 
undue social ambitions, to safeguard the health and 
scholarship of students, and to provide for a fair distribu- 
tion of offices. The various offices are rated, according to 
the time which they require, i. e. presidency counts 10 
(Agricultural Associations) to 12 (Social Science Club) 
to 15 (Sports and Pastimes) to 20 (Student Government 
Association.) A student may not hold at one time offices 
aggregating more than 20 points without special permis- 
sion 

Miami published for 1915 a pamphlet of 99 pages descriptive 
of student activities including the report of graduate 
managers and student managers. For each society there 
is a table giving receipts, disbursement summary and 
itemized disbursements. For most of the agencies there 
is a comparative report for four years. Some of them 
give lists of totals of pledges unpaid. A summary of 
receipts and disbursements, balances or deficits for three 
years is at the beginning of the book 

Four pages are given to "Instructions to Treasurers and 
Managers of Student Organizations" here digested (90) 

In addition to supplying a safeguard, supervised accounting 
is felt to give valuable training in business methods to 
officers of student organizations — Indiana and Miami 



108 Record Aids in College Management 



Form 90 — Miami University 

Instructions to Treasurers and Managers of Student 
Organizations 

1 — Before assuming duties, make a budget (which must be made 
out with the graduate manager) covering anticipated 
receipts and expenditures 

2 — Treasurers and managers must not exceed budget authoriza- 
tions without the approval of the graduate manager 

3 — Only uniform official forms may be used as furnished at 
cost by the university 

4 — All money received must be deposited at least once a week 
with the university cashier 

5 — All bills must be paid by check 

6 — No money may be accepted without giving a receipt; receipts 
being consecutively numbered and calling for the sig- 
nature of person authorized to receive money 

7 — Official form must be used, and billed in duplicate, in order- 
ing supplies; individual members and officers, other 
than treasurer and managers may not incur bills with- 
out their signed order; a duplicate record of all orders 
must be kept 

8 — Payments may not be made except on presentation of item- 
ized bills and then only on the official voucher check 

9 — Payment for traveling expenses can be made only on pre- 
sentation of sub-vouchers signed by ticket agents, hotel 
clerks, etc, and only after approval by the graduate 
manager 

10 — Checks are entered on a record of cash disbursements 

11 — A ledger account must be kept with each member of the 
organization 

12 — Bills are to be sent to members on official form 

13 — Managers and treasurers must keep the accounts as no bills 
for extra clerical work will be approved 

14 — All accounts must be kept neatly and accurately 

15 — Treasurers are advised to keep organization funds entirely 
separate from personal funds and at no time to borrow 
organization funds for personal use 



Appointment Bureau Records 

When records of scholarship, personality, character, health 
and interests are kept throughout the college course, they 
may easily be correlated by appointment bureaus for use 
in fitting candidates to positions. Thus far however, 
these bureaus for the most part attempt to collect this 
information independently, hurriedly and tardily after 
students begin to cast about for after-graduation oppor- 
tunities toward the end of the senior year 

Vassar's appointment bureau has recently adopted four dis- 
tinctively colored cards of convenient size (5 x 8) for 
quick and easy handling of the following information well 
organized for reference: 

1. The complete undergraduate record and practical ex- 

perience of the applicant, including scholarship, 
personality, activities and paid work (91) 

2. The occupational preferences and special qualifica- 

tions of the applicant, with space for a continuous 
record of training and experience (92) 

3. Cumulative memoranda of service rendered the appli- 

cant by the bureau (93) 

4. Data regarding each employer and position and 

bureau's service to employer (94) 

Correspondence with all other material relating to applicants 
or employers is filed in individual folders for reference 
when needed 



[109] 



110 



Record Aids in College Management 



O 
UJ 
J 
-J 

o 
u 

< 



I £ 



* ^ 



a 






1 










Q 








A 








Z 








o 








CO 








e 
















c 








< 








s 
















«j 
















| 


i 

2 






g. 
























^ 








OS 








o 








E* 








O 








S 








& 
















H 








bl 








£ 








i- 








f 
















V 
















Vi 








V 








► 








8) 








1 & 


£ 






i-i J 


£ 






« 1 


S 














S S 






s 


S E 


S 




I 


b 






K 







Appointment Bureau Records 



111 



o 3 

Is) H 





u 
O 

CJ 

3 

a 










1 


_oi 

o 

s 

CO 












en 

"cO 
O 




n 



cO 






3 

u 

o 






0) 
u 

"3 


T3 




T3 

B 

01 






T3 
01 
> 








XI 
I* 






s 






a" 

01 


01 




3 






eu 

y 






0) 

n 










if 

ho 
0) 








'3 

c 

01 

14 




01 

a. 

3 


en 




eu 
3 «' 








a 
u 




*-i 






"3 
cj 

%-, 

o 


s 
o 
ej 




*c3 
ej 
o 


u 




3 

o 
;*> 

a 

cO 


01 

en 

'o 

1h 

0) 








cu 

5 

§ 

CO 
u 

bfl 


c 

01 
XI 

•s 

3"- 
CO 3 
CJ 


3 

CO 






u 

o 


'is 










U 


0) 

"o 






en "J 
C rr, 
.2 






cu 

1* 
3 
PS 




01 

u 

'en 




g 












"cj 
cn 




CJ A.. 

S a, 






01 
cu 


03 en 

O 

.2 P- 


1* 

cu 

X! 




cu 




I* 








en 
In 


en 


u 

o 




.2 2 
13 « 









5 w 


O 




3 
O 
>, 

Jd 

u 

O 

"o 
-a 
_c 

CU 

cO 


D l- 


o 








01 
















^ u 


A 




C cO 

u a 

4J O 

g « 

<u 

bo co 

a * 

"■!& 

a) 
01 


"o 

en 

•a 

□ 

IS 

01 

O 
0> 
CO 




•a' 

01 
1h 

k4 

01 
01 

u 

O. 

>> 

1 

o 


V 

'33 

01 
>* 

.2 


u 

a 
u 

01 

O 

Ui 

O 
_o 

0) 

2 


CO 

H 

a 

bo 

.a 
o 

CO 

0> 

3 
O 

c 


_e0 

"3, 

•a 

c 

CO 

bo 
_s 
'35 

3 
O 
>> 

c 


a 

.2 

-3 
n 
o 
u 

"3 
u 


II 

U 

°« 

"S o< 

O N 

IS 

en -^ 

CO 

J3 


01 

J3 

C 
01 

•a 




CO 

a 


bo 
a 

3 
O 
!>> 
01 


'5 cL 

O 11 
3 cj 

cO 

« s 

o> S 

be •=! 
CO fl 
3 O 

O r>> 


T3 

cu 
u 

01 

'bo 
01 
u 

3 
O 
X 
01 




to 


i— < 


s 




15 

C/3 


< 


cO 


cfl 

a 


X3 
fa 


^ 


t^ 




U 

< 


l 


u 

< 


































01 
































a 


3 


B 






























cu 


01 






















01 








In 

r>» 

t/) 



cd 

s 


"en 

r>-> 

CO 






















01 


































fl 


































» 


































T3 


































13 


































c5 




















CJ 

c 














9 




a 
















O* 














Or 




cu 
















a 














r3 




u< 












en 

(A 

<u 
u 

'a 
< 




n 
o> 
u 

& 

en 

(0 

eu 

be 

T3 

-a 

< 




1 


01 
li 

"33 

01 
"O 
en 

a 
o 

'en 

B, 

a 

0> 


CU 
U 

CO 


01 
CJ 

c 

0) 

^2 

'33 

0) 

>-. 

01 

be 


0) 
01 
3 
ew 
ki 
1> 
m-i 
01 


cd 

14 

O 

V 
CJ 

a 

01 

!2 






0, 

•S 

CO 
01 

|4 

01 

bo 

CO 

g, 


CO 

01 
u 

>>. 

CO 

cu 

to 

cy 
he 

CO 

3 
bo 


/v. 

O. 
CO 

u 

to 

a 
eu 

IS 


bo 

3 

is 

eu 

IS 


bo 
3 

'3. 
01 
01 

8 

x> 




s 

CI 

c 

cO 

B 


d 
2 


u 

CO 

u* 

o 
o. 

a 


d 


"3. 

a) 
o 


"3. 

T3 

a 
a) 

i> 


n 
o 

"o 

01 


p. 

en 
3 
O 

s 


0) 

u 

a 
_bp 
"3 




p 

CO 

a 
.£? 

CD 


a 

c 
_bo 
'S 


O 

3 
M 

3 
O 


O 

3 

3 
O 




3 
O 




u 












CO 




& 




U 


Ih 










cu 


V 


V 


<j 


8 


as 


CO 


01 







O 


O 


O 


O 


O 




Ah 


H 


i- 


H 


G 


Q 


s 


Pi 


Ph 




fa 


fa 


Q 


Q 


Q 





































112 



Record Aids in College Management 





, 






. 
















































^^ 










































b 










































V 














► 




























> 














at 




























o 














< 


































1/1 

a 








< 

• 


































o 




















































































•— 










































la 










































« *» 




















































































4/ J4 










































a b 










































si 








M 














i 




















. V 

H 

o » 








at 
a 
X 














u 

■o 


















a 

u 






















•o 



a 


















z 

B 


3 - 






















V 


















*> en 

. a 









































s 

5 

a 


be o 

3 3 
S3 

4/ CD 

5 be 
























Z 

m 
















o 
V 

'5* 
















a © 
o O 

? a 

a «/ 






a 
o 

cd 


x .5 

V 














o 
►J 
a. 
S 

H 




















CO ^ 

2 2 

o ffl 

«.S 






2 
C 

b 






















V 

u 

a 

CD 

H 












,0 






K 




































5 






5 


G- 












« 


z 










o 

a 

4/ 

5 








• 

< 
Q 




































Id 
OS 










■a 








































































Id 










a 
































b 










u 
































Id 




















| 








Z 
















OS 










0. 

a. 

< 










a 








3 










Q 






«v -^ 


















z 

£ 


z 



F 
< 








b 


Z 



F 








Z 
< 
h 
a 







3 £ 








3 








u 
(S 

V) 
<A 


3 


\ 








z 

X 


F 

to 
Z 








X 

u 

X 






2 a 
§3 








s 

Id 








<d 
> 


8 










u 








so 


» 






w a 

— (0 


















I 














U 








Eg 
















3 
<d 

V 

u 

s 
-a 











J 








(d 








u 
















a 








< 








a 








a. co 
















>> 

< 
Q 








s 

a: 



z 









Id 

Q 
Q 








,0_q 

•a 
o $; 

tj 4/ 
































c 


2 








a 








Id 








S n 




























H 

















u Pi 
















+5 











4 
3 








Z 








a „ 
















id 


id 








Q 








< 








— v 
















a 


gg 








< 








> 








£fi 
















s 
u 
u 



4) 
M 

Vi 


Q 
Z 
< 
> 

<< 

H 


< 

2 






OS 



1 

Q 

s 


3 

8 






a 
< 


Id 

a 

X 


a 
a 






§1 
















4) 








co 
















w </ 
















► 
Vi 


Z 

(d 

2 








J 






























N 


J 
























































0) 
& 


Id 


■ 
u 

> 






& 


89 

H 








m 
a 

h 






o 








i 








h 




< 








< 








< 



























a 








a 








a 






















u, 









































Appointment Bureau Records 



113 













1 1 1 




H 












J 












D 








*• 1\ 




(O 








v a -o 




Id 








§■8 | 




a! 








■a 8 6 a a - 5 


Z 










& Vi & & 6 | S -S 


< 










V1N.N h h j -s .s : 













f* ^ 3 8 s fl - 












^ 3S.1 












D " 








85 








P 


\ y 


5 H 










4 


V V v\j J e e 


g o 








PS* 


N5K$ t b e 


5S 

< 








CO 
H 




J 
Id 








h 5 
So 


v ^ VV ~a •a t3 c " __ § 

V s ! V? T) -O T) o c — ~ .2 


« 








Cfi 

ti 


*X 1 j i i 










1 bH 




PC < 


Z 








J Pu 








°l 


fc. > ^\ 5 * 


«J 

< Q 










n§ \*3 


i 


> £ 








< 


„ 











4! 


I J 











> 


2 w 
1 1 


tf 










•I : 

c « 

1 ° 

o i e £ 

» « 60 5 

o S 2d 

— « 5 C o O 

H .a s fc. f ^ — -s 
•a 3 .£.. Sfs*^" 

^ m «° 1 B . § o 












00 ° E^c^ ^rt'^C 












uj-. 4-; W <u^3 ofec° 












ajrt c« OJ( SS«'S 


01 








<* 

0) 


rt^S S 'CCS i g 1 


B 


< 






B 




So O 2; Pk cu « 





1 


b 


1 1 



114 Record Aids in College Management 

Wellesley also asks general attitude towards the community, 
manner of dress, attitude toward officers, etc (95) 

Wells College in inquiring about applicant's ability as a 
teacher requests special statement for each subject which 
she has taught in the correspondent's school. Wells also 
asks of her success as a disciplinarian and of her social 
influence in the school 

Some appointment bureaus aim to establish personal contact 
with students during their freshman year and to con- 
tinue it throughout the college course, so that secretaries 
may have something more tangible than second-hand 
evidence as a basis for filling positions 



Form 95 — Qualifications for teaching — T 1 /^ x dt x / z sheet 

To the Secretary 

The Appointment Bureau 
Wellesley College 

My dear Madam: 

The following is in reply to your request for confidential in- 
formation regarding the qualifications of 

employed in the school 

(inclusive dates) as teacher of 

(1) duality of instruction 

(2) Skill in management of pupils 
- (3) Social relation with pupils 

(4) Attitude toward superior officers 

(5) General attitude towards the community 

(6) Manners, dress, or any other points which are pertinent 

(In the following please erase what is not to the purpose) 

I am willing to have all the above quoted. I am willing to 
have the above quoted as far as it is favorable to the candidate. I 
am unwilling to be quoted. I am willing to be named in reference 

(Signed) 



Appointment Bureau Records 115 

The adviser of women at Cornell has an interview with every 
freshman in which the following questions are raised and 
a record made : 

Do you expect to take up paid work on leaving col- 
lege? 

Preferred vocation? 

Have you done paid work? What kind? 

Positions held? Place Date Salary 

Columbia students in residence who wish part time employ- 
ment while in college are asked to fill out a card showing 
which of several kinds of work listed they are prepared 
to do. The reverse of this application blank contains a 
printed promise to notify the office the first of February, 
June and October of positions and earnings and changes 
of address; and also to keep as confidential any knowl- 
edge about positions gained from the appointment office 

The appointment bureau of the University of Wisconsin has 
recently adopted new forms on which references for 
teachers— faculty members (96) and superintendents or 
principals— are asked to report on the qualifications of 
candidates for positions. These forms make for far greater 
definiteness in reporting than usually results when per- 
sons are asked to formulate opinions without being told 
specifically the kind of information that is wanted 

Note 18 factors in Form 96. When references write in answer 
to unfactored questions do they not frequently give mean- 
ingless opinions? 



116 



Record Aids in College Management 









.5 m 



W «H 



rt .3 






.•s >> 



rt * 






£ H .S 






W 



00 



fr-e 

1 48 



3 

o 



f-i 



o> g 
n o 



(U 



■U 4J »H 



•l-H Q, 

P< o 



t3 ■«-> 



bJ5 

-a § 

2 3 



o£ 



£>£ 



co rjH w co J> QO 



M 

S O >> ft 

•t? * g 73 .fc « 

<« £ o f-> rt <u 

<)HoOHhl 

l> CO C3 © «h ci 



«rt 



tfl to «, 
^3 OS'S 



03 -4 

o 
■—I ai 



>» 
^ 



O 

o 

CO 



* .-§■ 

sail 

« P4 Fh > CO H > 

<u 

O i-H OJ CO ^ »o CO 



Appointment Bureau Records 



117 



CD 

M 

03 





£ 


H-» 

Pi 

«D 


1* 


a 


sJ3 


CD 


o « 


bo 


5j M 


«3 


0j cu 


Pi 


_E* ^ 


oj 


+3 ** 


H 


«M «H 




o o 


H « 


CD 4> 


5 2 


«4H fjj 
fH >"H CD 

«> u 3 


co &I3^J ^5 5 


CO -rt 


-*j -*j »* 


cJ £ 


. =3 


O OS 


st in 

st in 

infl 


rt i=! 




CD CD r- 1 




h h gj 




a> a> m 


••-< "rt 


M M ^ 


CO CO 



13 



PI 
O 



I 



CfiNoOOO 



Pi 

o 

Pi 

03 
2 



~ P* 



Pi 
as 







o 

o 






>» 










cc 








s 




o 










— ° e3 
©•S o M S 






cc 




O O o .. PI 






•11 

ri 




sch 
schc 

sch 
ning 
icult 




H-i 




o 


P?,£3. r=5 '3 K 
es .Of-^-C 03 




Pi 

CD 


CD 






u 


=5 


r£3 




© 


cd 


H-3 




«J .— i <u 4-» 4-» 


CO 




r=3 

2 


•rH 

o 

•f-H 


Elem 
Smal 
Larg 
Coun 
Coun 


£.2 

0) CD 
Ph Ph 


* 


fH 

P 




P) PI 
«3 CO 



•pi 


>-, 




Pi 

03 


o 






on 


o 


Pi 


o 


fH 


A 


CD 



03 

Ph 



O 



> 

o 
o 

S fi ft 

-ih. o3 CD 
S3 fe P 

a 

a 



a> 



bfl 

Pi 
'3 >> 



03 



•— < "^ 

p o3 

S pj 

03 R 

<4-H +^> 

-H CJ 

5 <u rt 

^ r 

pi w 



•2 S 

-*J CD 

rt CL> W 



03 



o w i— i 
Pi •-£ ^H. P 
CU CO p^ CO 

_ co a> o £D 

.^5 Pi <U p rt fn 

r-H O fH CP .. . 

S "»H *" 

<3 cc 

^ fH 

oi) o3 

r- 1 Oj'™1 »"H ^1 »~H 

•5 cd ^3 r^ ^3 es 

•"I ^ ^ ^ "B £ 

« Ph co co <5 cS 

03 



6? 

03 

a 

pi 

CO 



,9 o 



•5-3 »£> » 



Ph EHrHOJco^Hw" O 



o 

p. 



pi 

•P-H 



o 
o 

^ 2 
o M 

©*S o w " 
o o S s 
S o 2 6*43 

M S s '3 1 § 

^§§Sof- 



l-H ** ■« 



r£S « 



>T3 

Pi 



"tf 13 ^H 

2=3 »-?^g &« 
g 73 bfl Pi Pi S a> 

S o3 o o o 



V rH " *-> i-> J r— I 

j-h g (S O O O O 



45 


CD 
CO 






a 


CD 

r£3 


pi 






o 






CD 




rQ 


Pi 


>> 


CD 


03 


a 


H 


CD 




H-» 


^i 

o 

•IH 


03 

H-> 
CO 


r=5 


,_4 


^ 


CC 


H^» 


H-» 
P 


CD 

a 


CD 
«Pl 


CD 


P 


rtf 


O 




o 



t> > 



03 

P 



118 Record Aids in College Management 

Basis of opinion, i. e. character and length of acquaintance 
with applicant, is not called for on blanks thus far re- 
ceived except on University of Pennsylvania's blank re- 
garding teachers 

For quick reference to available positions by subjects the 
University of Pennsylvania uses a special 3x5 index 
card giving position, title of position, institution, address, 
position secured by and date 

The indexing and cross indexing and specifying involved in 
appointment bureau work are well illustrated by the Uni- 
versity of Pennsylvania's forms which number eighteen 

1. Pamphlet on purpose of bureau 

2. Registration blank to be filled out in candidate's own 

handwriting — three page sheet 8 x 11 (97) 

3. Instructions to registrants — 8 x 11 sheet 

4. For instructors regarding students (98) 

5. For superintendent or principal regarding teacher — 

8 x 11 (99) 

6. Index of candidates with key facts 

7. Index of persons placed 

8. Index of institutions on list, with subject, title, spe- 

cial requirements, persons to write to, etc 

9. Index of subjects and positions 

10. Follow-up to persons enrolled — dropped from list if do 

not answer (100) 

11. Notice of vacancy 

12. Corrected data sheet for persons enrolled 

13. Note requesting employers to treat credentials as 

confidential 

14. Note for confidential data regarding positions 

15. "Not applied" return slip 

16. " " card 

17. Request to call regarding (a) registration papers, (b) 

a position, or (c) to meet 

18. Notifying of position — "You are considered a suitable 

candidate" etc 



Appointment Bureau Records 119 



Form 97 — Unusual questions on application blank — University of 
Pennsylvania 



11a State clearly any administrative or other special duties you 
have had in connection with each of the positions you have 
held 

b Have you done substitute work ? If so, state where, 

when, how long, subjects and salary 

c Have you tutored ? If so, state where, when and the 

nature of the work 



13 Have you traveled abroad? Where? 

When ? 

14 Have you studied abroad? Where?. . . 

When ? How long ? . 



15 Languages you can speak readily? 
Read readily? 



17f Do you prefer any special locality 



19 Personal 

Age? Weight? Height?. . . 

Health ? Nationality ? 

Married ? If so, how many children ? 

What church do you attend ? 

Church member ? Do you sing ? 

What musical instruments do you play ? 

Do you smoke ? Do you use liquors of any sort ? 



120 



Record Aids in College Management 



Z 
D 



a o 

s § 

o 2 

■S *> 

* a, 

«u 

.2 

fj a 






■ ■ c 

m»o 

" -2 

« s s 

poo 

d co ,,H 

-H &>» 

■»3 Mi— i 

H M O 

+* i" .s 

5 * " 

«S ® w 
+J +* CO 

.a 5 ! 

CO S 4> 
CO o 



z 

< 


D 

<< 


u 

rt 


in 


pi 

0) 




> 


w 


bo 


■m 


PI 
o 




J 


OS 


f-i 


1-H 




en 


CO 







pi 


ID 




z 


H 


Pi 


03 


CO 




z 


Z 

w 
S 

H 


+> 


o 


CU 




fi- 


05 

a 

o 


o 

CO 


l-l 
cu 

> 


Pi 
03 
cu 


ll. 


Z 


«l-l 

Pi 

•l-l 


o 


(H 


o 





-t-> 


cu 




hi 




>- 


cu 
cu 

< 


,0 

o 

pi 

CO 


PI 

to 


PI 
o 


PI 


c75 

a; 




> 
'fin 


13 

Pi 

ro- 


cu 

> 
bo 


s 

PI 


UJ 






ts 




o 


> 




CO 

rt 




to 

03 


Ui 






TO 



.. d 

to 09 M 

2 w pi 

•Z o »_ 

rt pi cS 

pi co tX 

O 1 .. «> 

u 
bO co M 

p pi § 

2W.S 



bD aT 
Pi £ © 

■g s +, 

5 rt 2* 

bo a 6 

CU Ol CO 

0. ^ '3 

.2 3 *• "S 
5 o o J 

c« M fl S 

p CO O >j 
» g 

8 I 

CU CU 

&-° 

** s 

O TO 

50 

bo o 
>> 

tH .0 
CO T-1 

co bO 
o g 



.2 

CO o 

CIS — 

cS 

O 



.2 » £ 
« ^ ■ 

° 
l _ l co 



"3 ce 



Appointment Bureau Records 



121 













V 


4J 






O 
















u 


•P 






+J 
























4) 
















m 


03 






















•P 


4) 






5* 
















V 


03 






13 

CO 
















,p 


4) 






tl 
















■4J 


4) 






4) 
t3 
















Fh 


Jh 






cO 
















V 








4> 
















A 


4> 






















ei m 


+3 






»T 
















u <u 








4) 
















*> 
























+j cd 


Pi 






*J 
















pi P" 


© 






^ 


03 














J2 13 








CO 


o 














03 








pi 


4) 










£ 




5 bo 


xn 






C 












b 


1 


o 

Tl 09 


a 






'o 
o 



09 








« 
p. 


p 
t- 

4 




^O 


o 






ca 


03 
03 










C 
- P 

c 
c 




5» 


o 
o 






? 

o 
o 


O 
O 
P 
09 








p 


• 4. 


< 


O 4* 

a 


!/l 






S-t 
V) 


O 








1 


s 


1 


03 « 

<p 


o 






CO 


4> 




< 

Z 


D 
< 


c 

■I* 

,p 
p. 


p 


< 


bus 

pi « 

4> 


+-> 
o 




4> 
Pj 

P. 

•fH 


o 

4) 


4> 

U 

bo 

4> 




< 
> 




p 




• n-l 

03 "O 

PI 

.2 rt 


pi 
a 1 

4) 




o 
in 

-3 




-<-■■ 
CO 




J 


OS 




c 




Pi a> 


t> 




.» 


Pi 


& 




>< 


D 




+ 
a 

p 




CO 


Pi 




O 


^ 




c/5 


03 








CO 


o 


A 


-l-» 




Z h 
Z 2 




c 
p 




f-i -S 
4> fn 

PI p. 


o 
bo 


4) 

Sh 

W 


4> 


bo 

pi 
o 
u 


13 




Ed 

a, 


U 

H 
2 



0- 
0- 

< 




a, 

4- 




o « 

PI V 


rt 


Pi 

4) 


o 


£1 
en 
CO 


P 

CO 




O 

>« 




P 
«P 

a 
>c 

t 
P 
a 


> 

a. 
> 

I 


CO ^w 

93 bo 
" PI 

4) T3 
+J CO 

bo 


"5 B 

4> PI 

P< 

o <J 


Pi 

4> 

8 

4) 

bo 

CO 

Pi 


PI 

4> 

6 
bo 
•a 

pi 


o 

o 

o 

09 

u 

p 

o 
!>> 




co 






£ 


1 


3 >- 
5 « 


CO 


* 

+J 


CO 

s 




P 
•i-i 




id 






t/ 

a 

a 
fl. 

s- 

P 


-*- 




IB 


<t-H 

o 


CO 


O 

CO 


■*j 


03 
09 


> 






g 


4) O 


PI 
4) 


4> 


CO 

03 


■♦J 


fp 
bo 


41 
P 


l-H 

z 






c 
s- 

1 

* 


03 V 

.2 ** 

*P 4) 

•rt g 
Sh 

+* PI 


6 

4) 

CO 
-U 
U5 


CJ 

Pi 

co 

pi 


"3 

CO 

o 


PI 


p 

CO 

03 

CO 


CO 








+ 


-*- 
> a 


o 

pi 


bo 




o 

03 


A 


O 










P 

If 
6. 


03 -CJ 

o 3 


4) 
M 

o 


Pi 

o 
u 

o 


0) 
Pi 

4) 


4> 
CO 

•3 


bo 

P 

4) 








E 


> C 


cO 


Sh 


4> 


+J 


p 


03 

1-1 

o 

03 








c 
< 

a 


h,E 

! ^ 
i 


CD ii^ 


o 


Pi 
O 

+^ 

CO 

S 


03 

"3 

Pi 

CO 


O 

CO 

>H 

co 
o 


CO 

o 

CO 

s 








+■ 




*£ 


X5 


M 

o 


O 


•2* 


■+J 


P 








c 

+ 

a 
6 


> 
» 

> 

1 



03 O 

ft 


w 

4> 
O 

CO 

p, 


M-l 
Pi 

|3 


O 


13 

03 

It 

CO 


o 

+-> 
bo 


'3 

Pi 

o 








i 

u 



> 
i 

! 


• • Sh 

rj 4) 




pi 

4) 
T3 


•r-t 
< 


o 
at 


P 

4> 


4> 
P< 
C/2 








c 


1 


O Pi 


M 


<d 
pi 
o 


tH 


CJ 


eo" 


>#" 


s 










4) 




o 

4) 










Va 










-*J 




t> 





















<4H 














U, 










o 




'bo 





















►> 












M 












CO 












l-H 












CO 












03 












TJ 












p 












CO 












P <~ 












O u 












& s 












05 SL 












o 












fH +> 














09 


.5 










p 


" Ah 


"S 










c 


<v 












-C 


A 










'at 












c 




e 










Pi bO 


s 










* 




« 










■^ 


BU 










c 


•a 


Ma 












p 













4 
(- 

P 


M 


>t 










co 












*J 












Of 


fH 


> 










p 

4 


3 
p 


'S 


p 








"*" 




D 
1 

it 

V 
V 


c 

♦ 
P 

c 


u 

CO 


CO c 


03 
5 




e 


n 


4) - 
P. ^ 


3 


|M 


co 


A 


03 4 


4) 
Sh 


in 


^ 


* 


p O 1 


pp 


P 
C 


s 

< 


P - 

P M 


4) 


i 












09 
















i 

N 












"3 


e 












(H 















o 
















•j 












03 


■a 














V 












"o 


s 












o 


cr 








C 




fH 

o 


JU 


c^ 






•*- 


O 


03 


"o, 
E 

A 

N 

1 


p 

O 

o 
p 


to 

4 
- 1 




P 
C 

P 


a 

V 

> 


Jh 
4> 

• I 

3 P 
U3 


TJ 


u 


-t- 






s 


P 


o 


o 


-»- 




>■ 


o 




Jt 


P 


CC 




4 

P 




03 

4> 


"a 


c 


^ 


n 




4) 
fit 


09 

Fh 


N 

c 




CO 

CJ 

o 


■*- 

< 


c 

1 




-l-> 

O 


P 
O 

o 


M 






o 




1H 




41 


u 

p 

o 




p 


4 


P 


03 

bo 


a 






p 

cu 




c 


P 

3 








03 




K 


CO 




4) 




41 




o 


4) 


c 


bl 


) 


ft 




p 


fH 


s 


P 
co 




P 




CO 


V? 





CJ 




O 


o 


T3 
4> 


p 
© 


"S 


O 




P 

c 


> 


P 
. 4) 


"3 

bo 


u, 


A 




T 


■ rt 


CJ 


•|H 


1 




u 


n 


O 


+J 




if. 




4> 




CO 


03 


o 
o 


% 




"i" 


03 


p 

o 


4> 

> 
P 


E 


P 
o 

> 




o 

4) 


P 
4) 
03 


>- 

4> 
> 


CO 


V 






+J 


4) 


~ 




b, 


o 

n 




CO 

n 


fH 


CO 

w 


* 



122 



Record Aids in College Management 



The office record kept by Columbia's Appointment Office con- 
tains a student's application including answer to Would 
you take a position where the salary is low but where the 
prospects are good? On the reverse side is the official 
record of student's personality as reported by references 
(101) 



Form 101 — Appointment bureau — Columbia — 5x8 card 






EXCELLENT 


GOOD 


FAIR 


POOR 


PERSONALITY 










PHYSICAL APPEARANCE 










JUDGMENT, GOOD SENSE 










ENERGY, INITIATIVE 










PROMISE OF GROWTH 










GENERAL FITNESS 






- 







Miscellaneous Aids 

Record forms have more individuality than their general reputa- 
tion would suggest. Nor is all of this individuality ex- 
pressed by going beyond the minimum essentials of con- 
venience and despatch. On the contrary, many records 
are so drawn that instead of emphasizing their service- 
ability to users they carry an atmosphere of complication 
and hard-to-use-ness 

Among minimum essentials of record making the following me- 
chanical aids to quick and easy use should be kept in mind 

1 — On every blank it will help to print its own name, i. e., 
the name of the information it calls for. It will also 
help where there are many forms issued in large 
numbers to add the form number and the number 
of copies printed or mimeographed 

2 — After reducing the need for explanatory matter to a 
minimum by clear nomenclature for each column 
and line, the necessary explanations should be printed 
as near as possible to the items they explain 

3 — Wherever use of carbons is possible it is preferable to 
requiring double writing 

4 — Guide tabs help in later classification 

5 — Numbers along the top for checking or for putting on 
metal clips help in tabulating 

6 — Different colors for different classes simplify counting 

7 — Mimeographing is quite as satisfactory as printing, is 
ofttimes cheaper, and is helpful especially when rec- 
ords are in tentative form and to be changed by ex- 
perience 

8 — To familiarize students or faculty members with forms 
it is well to send them in advance when possible 

9 — Where totals — left to right, up and down — are called for 
automatic checking is encouraged and mistakes re- 
duced 

10 — Typographical aids include : one style of type per card 
with differences of size and blackness for subordi- 
nation and emphasis, minimum capitalization, dot- 
ted lines from question to answer, numbering points 

11 — Space for summaries fosters use of data 

12 — Use of record forms, preferably while in proof form, 
as clinical material for training investigators, 
teachers, statisticians, will enrich training and im- 
prove records 

[123] 



Index 



Ability, student analyzed, 7, 8 

Absence, excused and inexcused, 61 ; 
students, 17, 53, 54; instructors, 
88, 90, 91 

Accounts, see Budgets; Time records 

Admission, application for, 7; new 
plan, 7, 8; on probation, 13; per- 
sonal interview required, 13 ; rec- 
ords, 7, 13, 62; supplementary 
tests, 9 

Adviser, cumulative record, 15, 16; 
of women, records, 21, 115; report, 
27 

Aid, financial, 68; in record making, 
15, 61, 123 

Allen and Pearse, see Self-Surveys 
by Teacher Training Schools, 94 

Alumnae and Alumni, see Associa- 
tion of Collegiate Alumnae; Grad- 
uates 

American Association of Collegiate 
Registrars, circulates forms, 14; 
receives suggestion for numbering 
courses, 61 

Application for admission, usual 
blank, 7 

Appointment bureau, records, 31, 
109-122; consulted about scholar- 
ships, 67 ; contact with freshmen, 
114 

Association of Collegiate Alumnae, 
study of graduates, 72; record 73 

Athletics, see Physical training; 
Health 

Attendance, a test of physical 
efficiency, 40, 42; devices for re- 
cording, 53 ; reports required of 
staff, 88, 90, 91 

B 

Bryn Mawr, 2 

Budgets, college, found valuable, 95; 
estimate blanks, 96, 97; reducing 
the labor of making, 100; compari- 
son of actual and estimated costs 
essential, 101 ; supporting reasons 
required, 101, 103; see Time bud- 
gets 

Budgets, student, of expenses and 
resources, 65; forms, 67, 69; local 
study needed, 66; self-supporting 
students assisted in planning, 67; 
Smith study, 66, 67; Yale study, 
66 ; see Time budgets 

Budgets, student organization, re- 
quired, 108; may not be exceeded, 
108 

Buildings, see Space 

Bureau, appointment; see Appoint- 
ment bureau 

Burton, President, 8, 88, 95 

Butterfield, President, 81, 101 

[124] 



California, University of, 2, 65 
Carnegie Foundation for the Ad- 
vancement of Teaching, 68 
Carnegie Institute of Technology, 2, 
13, 40, 41, 50, 53, 55, 56, 61, 68, 70, 
106 
Catalog, numbering courses, 61 
Certificate, entrance 7; for examina- 
tions, 9; of character, blanket, 13; 
physician's, 9, 10, 11; vaccination, 
10; factored, 13 

Chandler, Dean, 22 

Chaperones, registered, 106 
Character, good moral, a negative; 
term, 9; moral, 7; test supple- 
mented, 9; blanket certificate, 9; 
see Characteristics; Personality 

Characteristics, of examination 
books, 8; buried under environ- 
ment, 37; contrasting, 37; noted at 
personal interview, 13 ; physical, 
see Health; Personality 

Chicago, University of, 2 

Church, information about, 15 

Cincinnati, University of, 20, 22, 37 

Class adviser, see Adviser 

Classrooms, see Space 

Clerical, staff, time record of, 88, 92; 
work reduced, 61 ; work of faculty, 
record of, 94 

College activities, records of, 19, 21 

College of the City of New York, 
24, 25, 40, 46, 47, 48, 49, 51, 52, 53, 
70 

College Records, see Records 

Colleges, growth of, necessitates 
records, 5 

Colorado College, 2 

Columbia, 2, 9, 12, 26, 65, 67, 115, 122 

Committee, members, index, 88 

Conditions, eliminated under new 
plan of admission, 8; record of, 62 

Confidential records, 13, 33, 114, 115, 
117, 118, 120, 121 

Cooperative education, 37 

Cooperative study, scope of, 5; pur- 
pose of, 5 

Cornell, 21, 34, 107, 115 

Cost of living, 66 

Courses, catalog numbering of, 61 

Cross indexing, see Indexing 



D 

Dartmouth, 64 

Deans and advisers, records of, 15, 
16, 17 18, 19, 20, 21, 23, 26, 27, 28; 
admit conditionally, 13; personally 
interview candidate for admission, 
13 ; interview students annually, 26 ; 
unravel personality tangles, 22; of 
women register women, 14 



Index 



125 



Deficient, see Delinquent; Scholarship 
Delinquent students, assistance given, 
23; delinquency analyzed, 17, 20, 
23; records of, 17, 20, 22, 23; 
special interviews with, 22, 26; 
suggestions about, 23; value to 
deans of instructors' analysis, 22, 
24; warnings to, 24, 25 
Discipline, records, 21 
Dropping out, see Withdrawal 



Education, cooperative, 37 ; indus- 
trial, 37 

Educational reasons for college rec- 
ords, 5 

Efficiency, budgets contribute to, 95 ; 
of buildings, see Space; physical, 
11, 12, 40, 42; points, physical, 42; 
record of, 34, 35, 36, 44; safe- 
guarding academic, 22 

Elmira College, 2 

Employment, see Staff; Appointment 
Bureaus; Self-support 

Engineers, Cincinnati, 37 

English, grading in elective course, 64 

Entrance, see Admission 

Environment, influence on personal- 
ity, 37 

Examination, certificate, 9; physical 
for admission, 9, 10, 11, 12; for ad- 
mission, new plan, 7, 13; reader 
analyzes student ability, 7, 8; re- 
ports, 7; see Health records 

Exceptional ; ability, 13 ; students 
commended, 24, 26 

Expenses, see Budget 

Extra teaching, time distribution, 88; 
loads, 93 ; records, 94 



Factored questions, 13, 30, 34, 74 

Factoring, 30, 34, 74 

Faculty, attendance reports, 88, 90, 
91 ; attitude toward delinquency re- 
ports, 24 ; individual records, 88, 
89; success affected by extra teach- 
ing activities, 88 ; time records, see 
Time budgets; Staff 

Feet, 12, 41 

Financial, aids, 68; condition, stu- 
dents' learned at interview, 13 ; in- 
security causes mental strain, 67; 
management of student organiza- 
tions, 107, 108; see Budgets; 
Scholarship funds; Self-support 

Fitness, of men for jobs, 37; physi- 
cal, measure of, 40; professional, 
34, 35 

Follow-up, letters, 24, to students who 
dropout, 55, 57; health conferences, 
51, 52; of candidates for positions, 
118, 121; records, 51, 101 



Forms, how obtained, 6; reproduced 

in part, 6; size of, 6; see records 
Foundations, educational, 5 
Freshmen, afternoon recitations for, 
75 ; lecture work for, 75 



Games, see Physical training 

Grades, based upon examinations, in- 
sufficient, 7 ; summaries, 60, 63,64 

Grading, difficulties in standardizing, 
63, 64; for professional fitness, 35, 
36; methods of standardizing, 63; 
plan in elective course in English, 
64; records for standardizing, 63, 
64; student characteristics, 29, 31, 
38; system based on a fiction, 64; 
under new plan examination, 7; 
see Self-rating 

Graduates, facts about, 72; questions 
asked of, 72-76; records, 72-76; 
salary curves, 72; study of women, 
72, 73 ; see Appointment bureau 

Gymnastics, see Physical training; 
Health 

H 

Hadley, President A. T., 67 

Harvard, 7, 55, 68 

Haverford College, 61 

Hazeltine, Preceptress, M. I., 34 

Health, affecting scholarship, 20; cer- 
tificates required, 9; effect of self- 
support on, 65-67 ; essential to 
efficiency, 11 ; good, a negative 
term, 9 ; officer on scholarship 
committee, 67; student, 40; rec- 
ords, 10-12, 18, 20, 41, 45-52 

Heckel, Dean 22 

Heidelberg University, 61 

Higher education, see Education 

Hobart College, 58 

Home economics department, Cor- 
nell, professional fitness, 34 

Honor system, physical training, 40- 
45 

Hours, see Time budgets 

Howard University, 53 

Hughes, President R. M., 85 

Hunter College, 2 

Hurt, President, 38, 57 

Hygiene, department of, C. C. N. Y. 
academic credit for work, 40; rec- 
ords, 47, 48, 49, 51 ; individual in- 
struction, 52 

I 

Idaho, University of, 85, 95 
Illinois, University of, 95 
Independent, The, 64 
Indexing, in appointment bureau 

work, 118; of committees, 88 
Indiana, University of, 107 
Individual, records after admission, 

17-21 ; student needs, 13, 26, 52, 68 



126 



Index 



Industrial work, see Education 

Institute for Public Service, 6, 30, 
33, 78, 79 

Instructors, see Faculty 

Interview, personal, for all candi- 
dates, 13; at least once a year, 26 



Jamestown College, 88, 91 
Juniors, afternoon recitations for, 75 ; 
lecture work for, 75 

K 

Kansas State Agric. College, 31, 61, 

76, 77, 88, 92, 101, 102, 103 
Kansas, University of, 60 
Keppel, Dean, 26 



Lambuth, David, 64 

Lafayette College, 22, 61 

Lake Forest College, 72 

Lawrence College, 16 

Leete, Dean, 13 

Library field work score card, 35 

Living, cost of, 66 

M 

McCastline, Dr. Win. H., 12 

McKendree College, 38, 39, 55, 57 

Maine, University of, 72 

Managers, instruction to, 107, 108 

Map, colleges, universities and nor- 
mal schools, 128 

Marking, self, 30; see Grading 

Mass. Agric. College, 70, 81," 88, 90, 
101, 104, 105 

Mentality, noted at personal inter- 
view, 13 ; examination to test, 7 

Metal clips, 123 

Metropolitan Life Ins. Co., budget 
form, 69 

Miami, 85, 107, 108 

Minnesota, University of, 14, 19, 24, 
61, 63, 76, 77, 81, 83, 88, 89, 95, 106 

Missouri, University of, 59 

Moral character, 7 

Mt. Holyoke, 7, 9, 13 

N 
New York University, 53 
Northwestern University, 106 

O 

Oberlin, 106 

Occupation Bureau, see Appointment 
Bureau 

Oregon State Agric. College, 61 

Organizations, see Student organisa- 
tions 

P 

Parents, appeal to, helpful, 22; grades 
reported to, 24; asked to cooperate, 
24; reports and warnings to, 24, 25 



Pennsylvania, University of, 118, 119, 
120, 121 

Personal, interview required for ad- 
mission, 13 ; see Individual 

Personality, development of by col- 
leges, 26, 38; influence of environ- 
ment, 37 ; records, 18, 29-39 ; rec- 
ords a guide in recommending for 
positions, 30; tangles deans must 
unravel, 22; see Character; Char- 
acteristics 

Physical, condition a factor in self- 
support, 66; fitness, measure of, 
40; records, see Health; skill, meas- 
ure of, 40 

Physical training, academic credit 
for, 40; director, C. C. N. Y., 46; 
Wellesley, 10; honor system, 41-44; 
see Health 

Physician's certificate, 9, 10, 11 

Plans of students, after graduation, 
16, 20 

Point system, 107 

Polytechnic Institute, Brooklyn, 2 

Positions, see Appointment bureau; 
Self-support 

Posture, 12, 42, 46 

Practice, apartment, work, 34 

Pratt Institute, 9, 18, 40, 41, 42, 43, 
44, 45, 46, 81, 84, 100 

Preparation, affecting scholarship, 20 

Princeton, 7 

Probation, see Admission ; Delinquent 
students 

Professional fitness, 34, 35 

Proficiency points, physical, 43, 44 

"Project plan" 101, 104, 105 

Q 

Qualifications, see characteristics 
Questionnaires, to graduates, 72-75; 
value of specific questions, 74 

R 

Radcliffe, 2 

Record keeping, made easier, 53; 
rule of record keeping, 53 

Records, a guide 5; additional will 
be made available, 6; futile, 40; 
individuality in, 123 ; necessitated 
by growth of colleges, 5; needed to 
meet demands and challenges, 5; 
not yet centralized, 6; progress in, 
promoted by criticism, 6; safe- 
guard academic efficiency, 22; 
studies made if requests justify, 
6; sent for study, 2; see Confiden- 
tial records; see Forms 

Recreation, minimum essential for 
welfare, 70 

Religion, see Church 

Registrars, American Association of 
Collegiate, 14, 61 



Index 



127 



Registration, by mail, 14; facilitated 
by special devices, 14, 15; forms, 
14; of former students by separate 
officer, 14; of former students 
simplified, 14; of women by dean 
of women, 14; of social functions, 
106; special information obtained 
during, 14, 15, 40 
Requirements for admission, 7 
Rhode Island State College, 29 
Rochester, University of, 2 
Rules for instructors, 84 



Salaries of graduates, 72, 73 

Schneider, Dean H. G., 37 

Scholarship, committees, 67; progress 
in, 22; reports to parents, 25; 
quantitative tests inadequate, 7; re- 
quirements, 64; supplementary data 
for interpreting, 17-21, 26; see 
Grades; Delinquent students 

Scholarship funds, administration, 
67 ; inadequate, 65 ; increase of 
through publicity, 68 ; records, 68 

Scholarship records, helpful sugges- 
tions from, 61 ; three general types, 
58-60 

Scope of study, limited, 5 

Self-government, 107 

Self -rating sheets, 30, 3S, 39 

Self-support, student, affecting 
scholarship, 20 ; danger, 65 ; differ- 
ing views, 65 ; facts needed for 
meeting problem, 66; interference 
with recreation, 70; records, 15, 19; 
see Budgets; Students 

Self-surveys by teacher training 
schools (Allen & Pearse), 93, 94 

Seniors, afternoon recitations for, 75 ; 
lecture work for, 75 

Size of forms, 6 

Smith College, 7, 8, 9, 13, 64, 66, 67. 
74, 81, 82, 88, 95, 96, 97, 98, 99, 100 

Social, student activities, records 
kept, 21 ; functions registered, 106 

Societies, see Student Organisations 

Sophomores, afternoon recitations 
for, 75 ; lecture work for, 75 

Space, use of, records, 77-79; teach- 
ing efficiency vs. multiplication of 
buildings, 75, 76 

Sports, outdoor, 13 ; registering for, 
40 

Staff, clerical records, 88, 92; rules 
governing, 84 ; written agreements 
with, 81-84; see Faculty 

Stevens Institute, 2 

Storey, Dr. Thos. A., 46, 70 

Stowe, President A. M., 93 

Student activities, records, 19, 21 ; 
supervision, 106; time consuming, 
22 



Student government association, 

point system, 107 
Student organizations, record of 

membership, 19, 21 ; supervision, 

106-108; see Budgets 
Surveys, Wis. normal and univ., 93 
Syracuse University, 24 



Tardiness, of faculty, 88, 91 ; of stu- 
dents, 53 

Teacher personality card, 30, 33 

Teachers, see Faculty 

"Teaching load", see Time budgets; 
Factdty 

Technical schools, test adaptability, 34 

Tennant, Registrar H. M., 61 

Time budgets, faculty, make for 
equitable distribution of work, 93 ; 
opposition to, 88; records of teach- 
ing load, 86, 87 ; records of extra 
teaching work, 89-94 

Time budgets, student, hours of 
recreation, 70; hours of work re- 
stricted, 70; study by Mass. Agr. 
Col., 70, 71 ; time on studies, 20 

Time sheets, for faculty, 93, 94 

Toledo, University of, 93 

Treasurers, instruction to, 107 

U 

Uniform accounting systems for stu- 
dent organizations, 108 
Union College, 17, 21 

V 
Vaccination certificate, 10 
Vassar, 7, 9, 13, 24, 41, 78, 79, 109, 

110, 111, 112, 113 
Vermont, University of, 9, 22 
Vocations, see Appointment bureau 

W 

Wage earning, see Self-support 

Warnings, see Delinquent students 

Washburn College, 29 

Washington State College, 53, 54 

Washington, University of, 14, 59 

Welfare of students safe-guarded, 68 

Wellesley. 7, 9, 10, 13, 60, 114 

Wells College, 114 

William Smith College, 58 

Wisconsin normal and university 
surveys, 93 

Wisconsin, University of, 24, 34, 35, 
36, 74, 75, 93, 95, 101, 115, 116, 117 

Withdrawal, letter of inquiry about, 
57; reasons for, 55, 56, 57; record 
of, 56, 62 

Work, see Self-support; Appoint- 
ment bureau 

Women, adviser of, 21; dean of, 15; 
student government ass'n., 107 

Yale, 7, 41, 66, 67, 72 



128 



Record Aids in College Management 




LIBRARY OF CONGRESS 



•'(<;*!: '. 


jit 


T 


whfal 

III 




r ' 


?: 








11 


Hi 




1 





I 






ill! II 




111 



Jin 



l« 



Iniilil 
I 



ii i ? » ! i! Si 



!.|PI 



